Effective methods for adapted text learning for students with mild to severe intellectual disabilities: Differentiating character comparisons

Abstract

Teaching students with mild to severe intellectual disabilities who are early readers or non-readers to interact with grade-level literature is difficult. This article outlines research-based teaching methods for early readers and non-readers who have moderate to severe intellectual disabilities and need modified texts and text comprehension instruction. The study's overarching goal was to evaluate the efficacy of a System of Least Prompts (SLP) procedure and a visual organizer in helping first-grade children with mild to severe intellectual disabilities learn the academic literacy criterion of character comparison. These methods may help instructors create resources and guidelines to encourage student involvement with altered literature. To assess the outcomes, various participants are probed in different ways was utilized. The findings showed that one student learned the skill well using the least graphic organizers and prompts intervention strategy. For two more students, the intervention worked well with some adjustments. All participants kept the ability and applied it generally. Future research directions are considered, as well as any practical ramifications. The research on academic content acquisition and students with MSID is furthered by the findings of this study. Through methodical training and the usage of a visual organizer, students with Mild and severe Intellectual disability were able to replicate prior academic studies in teaching by making quantifiable progress in the learning of a reading benchmark. By being the first to instruct primary pupils with MSID in the standard of character comparison, this research also advances the literature.