A large body of literature demonstrates that students with Intellectual Disabilities (ID) can learn to read using the same evidence-based practices that are effective for other struggling readers. However, many teachers have not been trained to apply these programs and practices to this population of students. This article proposes strategies and tools for translating current research on teaching foundational reading skills to align with the learning profile of students with ID.
Teaching Foundational Reading Skills to Students With Intellectual Disabilities
Publish date:
01/07/2021
Publication Volume:
53
Publication Issue:
6
Journal Name:
TEACHING Exceptional Children