What students with intellectual disabilities know about writing planning
Metadatos
Mostrar el registro completo del ítemEditorial
John Wiley & Sons
Materia
Students with unspecified intellectual disabilities Writing difficulties Writing planning
Fecha
2022-02-13Referencia bibliográfica
Gallego-Ortega, J. L... [et al.] (2022). What students with intellectual disabilities know about writing planning. Journal of Applied Research in Intellectual Disabilities, 1– 9. [https://doi.org/10.1111/jar.12987]
Patrocinador
University of Granada, Spain OFRD. 2020-256Resumen
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.