Teaching Intervention to Support Reading Skills in Student with Intellectual Disability

This article examines whether students with intellectual disability (ID) can respond to a teaching tasks with multiple reading skills in the secondary education. Research methodology is mixed with qualitative and quantitative data. We exploited the methodology of observation and the methodology of intervention in a student with moderate ID who was studying at a class of general middle school in region of Peloponnese, Greece. The program used for the student was the Targeted, Individual, Structured, and Integrated Program for Students with Special Educational Needs (TISIPfSENs). A questionnaire was also used, which was distributed to 103 adults. The results of the survey revealed that the student with ID was able to respond to word decoding skills and comprehension skills. Still, adults seemed to have a positive attitude towards use of TISIPfSENs. In the conclusions, it was emphasized that the TISIPFfSENs can support multiple reading skills for students with ID.