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What students with intellectual disabilities know about writing planning
Author(s) -
GallegoOrtega José Luis,
GarcíaGuzmán Antonio,
RodríguezFuentes Antonio,
FigueroaSepúlveda Susana
Publication year - 2022
Publication title -
journal of applied research in intellectual disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.056
H-Index - 63
eISSN - 1468-3148
pISSN - 1360-2322
DOI - 10.1111/jar.12987
Subject(s) - plan (archaeology) , psychology , structuring , interpretation (philosophy) , mathematics education , qualitative research , cognition , content analysis , intellectual disability , pedagogy , sociology , computer science , social science , finance , neuroscience , psychiatry , archaeology , economics , history , programming language
Background Studies on the writing of students with intellectual disabilities have been scarce and unrepresentative. Therefore, the purpose of this research was to analyse this group of students' abilities to plan their texts Method A collective case study was carried out, with an eminently qualitative approach, although aided by an initial quantitative analysis. Fifteen students with unspecified intellectual disabilities were interviewed using open‐ended questions. For data interpretation, content analysis and quantification of responses were used. Results The results revealed the abilities and limitations of these students regarding the knowledge and use of one of the key processes of written expression (writing planning). Conclusion The cognitive operations of planning, in which these students admitted the greatest problems, were the ordering and recording of ideas, and textual structuring.