Etichetă: teaching methods

The learning process represents a complex experience and children often encounter diverse difficulties and specific challenges. For children with intellectual disabilities these difficulties may range from mild to severe and can manifest either temporarily or persistently affecting different developmental areas. Special education teachers must be prepared to implement specific models of educational support which are personalized for each SEN student. According to their level of reading, students with mild and moderate intellectual disability develop individualized approaches towards the written text, using either phonological or orthographical strategies depending on their decoding skills. Reading comprehension is an active process shaped by the interaction between the reader’s abilities and the complexity of the text.
Objectives of the study: (1)To adapt the Cube Teaching Method and the Lotus Blossom Method for students with mild and moderate intellectual disabilities, with the aim of implementing these approaches in reading instruction. (2) To assess reading comprehension across four texts taught using these methods and to compare the results in order to identify potential differences in effectiveness between the two approaches.
Results: Both adapted methods were effective in enhancing reading comprehension. The Cube Teaching Method yielded slightly higher scores, particularly in recalling text details and constructing accurate sentences.