Assessment of the effects of an individualized teaching program in the acquisition of reading and writing of students with intellectual disabilities

Abstract

The writing and reading learning is considered essential for survival in a society that focuses on writing code. Regarding the school inclusion, for students with intellectual disabilities are guaranteed enrollment in the regular school system and teaching conditions for learning curricula. However, students with intellectual disability challenges the school in their front practices a student to demand its own way of learning. Considering these aspects, it appears important a teaching of sequential mode and individualized for the process to be performed the according with demand and rhythm of student. The aim of this study is to extend the number of students with intellectual disabilities exposed to Module 1 of individualized teaching program of reading and writing, developed by Rose and colleagues, and to assess the effect on the acquisition of an initial repertoire of reading of words with two and three syllables for students with intellectual disabilities included in regular education school. After the initial assessment of the target skills, three participants (with reading repertoire equal to or less than 50% correct in the initial evaluation) will be exposed to individual to teaching sessions, interspersed with sessions assessments. The Module 1 of teaching program includes the teaching of 51 words, organized in sets of threes (distributed in 17 steps). The performance measures will be rate of correct responses, the amount of exposure to reach the learning criterion in each step and the amount of correct reading responses (teaching words and new words).