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Student‐directed learning of literacy skills for students with intellectual disability
Author(s) -
Garrels Veerle
Publication year - 2019
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12442
Subject(s) - psychology , competence (human resources) , literacy , intellectual disability , reading (process) , mathematics education , learning disability , inclusion (mineral) , medical education , pedagogy , developmental psychology , medicine , social psychology , psychiatry , political science , law
Literacy competence is a prerequisite for community participation. Yet, many students with intellectual disability do not meet the minimum criteria for proficiency in reading and writing. With poor performance in these academic areas, motivation for learning may be dwindling, which in turn may lead to even poorer performance. The present study uses a single‐case experimental design to investigate how student‐directed learning may address this double challenge of motivation and performance. In the study, five adolescents (aged 13–15) with mild intellectual disability used the Self‐Determined Learning Model of Instruction to select self‐chosen goals within reading and writing skills. Despite little prior knowledge of the goal setting and action planning process, all participating students attained their literacy goals. This finding emphasises the need for special educators to provide their students with frequent opportunities and training to practice and refine the necessary skills for active participation in the learning process. Doing so may enhance students' motivation for learning as well as their academic performances.