The Future of Education

Edition 14

Accepted Abstracts

Effects for the Development of Oral, Reading and Writing Skills of Students with Intellectual Disabilities: Adult Reading of Children’s Literature Books

Judith Beaulieu, Université du Québec en Outaouais (Canada)

Marilyn Dupuis-Brouillette, Université du Québec en Outaouais (Canada)


The situation of disability is the result of the interaction between the characteristics of the person and the characteristics of the different environments they evolve (Fougeyrollas, 2016). All people with an intellectual disability (ID) have, according to the DSM=V, the following personal characteristics: a deficit in problem solving functions; impairment of adaptative functions and global developmental delay. Those characteristics put people with ID at risk to live handicap situation in interaction with oral, reading and writing learning (Beaulieu et al., 2014). It seems that when it comes to developing the literacy skills of their students, teachers tend to use pictographs (drawings) in place of written words. This practice aimed at supporting the development of students' skills would deprive learners of opportunities to communicate in class (oral). In addition, books would be virtually absent from these classes and this would also deprive students of written traces (e.g. books, text, letters) necessary for the development of oral, reading and writing skills (Michael and Trezek , 2006). If several research studies reviewed highlight the potential of using children's literature with students with ID for the development of their reading skills, particularly in text comprehension, none of this research is also interested in written and spoken, and none was conducted in french language (Hudson, Browder and Jimenez, 2014). As part of a research project ten teachers read picture book to 25 kids with ID, for 10 weeks. This communication has for objective to describe the effects on communication, reading and writing competences. 

Keywords Literacy, intellectual disability, oral, reading, writing


Fougeyrollas, P. (2016). Influence d’une conception sociale, interactionniste et situationnelle du handicap au sein d’un mécanisme de suivi de la mise en œuvre du droit à l’égalité: le modèle québécois. Revue française des affaires sociales, (4), 51-61.
Beaulieu, J., & Langevin, J. (2014). L’élève qui a des incapacités intellectuelles et la lecture. Revue francophone de la déficience intellectuelle, 25, 52-69.

Michael, M. G., & Trezek, B. J. (2006). Universal design and multiple literacies: Creating access and ownership for students with disabilities. Theory into practice, 45(4), 311-318.

Hudson, M. E., Browder, D. M., & Jimenez, B. A. (2014). Effects of a peer-delivered system of least prompts intervention and adapted science read-alouds on listening comprehension for participants with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 60-77.

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