@misc{10481/73665,
year = {2022},
month = {2},
url = {http://hdl.handle.net/10481/73665},
abstract = {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.},
organization = {University of Granada, Spain	OFRD. 2020-256},
publisher = {John Wiley & Sons},
keywords = {Students with unspecified intellectual disabilities},
keywords = {Writing difficulties},
keywords = {Writing planning},
title = {What students with intellectual disabilities know about writing planning},
doi = {10.1111/jar.12987},
author = {Gallego Ortega, José Luis and García Guzmán, Antonio and Rodríguez Fuentes, Antonio Vicente},
}