Meeting the challenge of limited literacy resources for adolescents and adults with intellectual disabilities

Morgan, Michelle F. and Moni, Karen B. (2008) Meeting the challenge of limited literacy resources for adolescents and adults with intellectual disabilities. British Journal of Special Education, 35 2: 92-101. doi:10.1111/j.1467-8578.2008.00378.x

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Author Morgan, Michelle F.
Moni, Karen B.
Title Meeting the challenge of limited literacy resources for adolescents and adults with intellectual disabilities
Journal name British Journal of Special Education   Check publisher's open access policy
ISSN 0952-3383
1467-8578
Publication date 2008-06-01
Year available 2008
Sub-type Article (original research)
DOI 10.1111/j.1467-8578.2008.00378.x
Open Access Status Not yet assessed
Volume 35
Issue 2
Start page 92
End page 101
Total pages 10
Editor R. Byers
Place of publication Oxford, United Kingdom
Publisher Blackwell Publishing
Language eng
Subject 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
939907 Special Needs Education
C1
Abstract For adolescents and adults with mild to moderate intellectual disabilities (or, in the UK, learning disabilities or learning difficulties), the achievement of successful engagement with, and construction of meaning from, texts necessitates the implementation and use of specifically designed and adapted teaching strategies and resources. The careful selection and application of appropriate resources is vital to allow learners with intellectual disabilities to engage and participate with texts in positive, enjoyable and meaningful ways. The challenge for teachers of adolescents and adults with intellectual disabilities is to overcome the limited availability of suitable literacy resources for these learners. In this article, Michelle Morgan, who teaches literacy at the University of Queensland, and Karen Moni, director of the secondary programmes in the School of Education at the University of Queensland, identify the literacy needs and reading practices of adolescents and adults with intellectual disabilities based upon findings from an action research investigation. They go on to explore ways in which teachers can meet the challenge of limited resources for these learners through the specific and deliberate adaptation and creation of suitable texts.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2009 Higher Education Research Data Collection
Excellence in Research Australia (ERA) - Collection
School of Education Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 7 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 9 times in Scopus Article | Citations
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Created: Tue, 31 Mar 2009, 01:24:33 EST by Rebecca Donohoe on behalf of School of Education