A TEACHING APPROACH TO READING SKILLS FOR STUDENTS WITH AUTISM SPECTRUM DISORDER AND COMORBID INTELLECTUAL DISABILITY IN SECONDARY EDUCATION

Autor(i)

  • Nikolaos Panopoulos PhD, University of Peloponnese, Greece

DOI:

https://doi.org/10.46827/ejse.v11i1.5790

Ključne riječi:

autism spectrum disorder, intellectual disability, reading comprehension, differentiated pedagogical material

Sažetak

The cultivation of reading skills is a fundamental priority in the teaching process, as their mastery facilitates the adaptation of students with special educational needs to school and community life. This study aims to highlight a differentiated teaching approach to support reading comprehension skills in students with Autism Spectrum Disorder (ASD) and comorbid Intellectual Disability (ID). Three case studies were conducted involving 13-year-old students attending a secondary special education school. The findings were derived through observation methodologies using checklists of basic skills and special intervention methodologies with recorded interactions on instructional activity forms. The results document the progress made by the students before and after the teaching interventions regarding their readiness for reading comprehension activities. The study’s conclusions focus on the key features of differentiated pedagogical material that enhance the learning engagement of students with ASD and ID.

 

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Biografija autora

  • Nikolaos Panopoulos, PhD, University of Peloponnese, Greece

    Dr. Nikolaos Panopoulos is a special education and training teacher in a secondary education school. His PhD concerned the special teaching methodology of reading skills for students with intellectual disabilities.

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Preuzimanja

Objavljeno

2025-01-31

Broj časopisa

Svezak 11 Br. 1 (2025)

Rubrika

Articles

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