Literary reading in children with intellectual disabilities.
DOI:
https://doi.org/10.62452/rr2mbf39Keywords:
Reading, literature, intellectual disability, Educational inclusionAbstract
Literature has traditionally been recognized as a powerful tool for education, emotional development, and the promotion of values. However, children with intellectual disabilities face significant challenges in learning and social interaction, which limits their access to the benefits of reading. These children may struggle to understand emotions, interpret social cues, and build meaningful relationships. Literature acts as a bridge to overcome cognitive, emotional, and social barriers, facilitating their inclusion in educational and community settings. Exploring the role of literature as an inclusive tool, highlighting its emotional, cognitive, and social benefits for this group, as well as the adaptations necessary to ensure their active participation and enjoyment, is essential. It was developed using a qualitative approach focused on case analysis in inclusive educational settings. The research offers an original approach by highlighting literature in inclusive educational contexts. It demonstrates the transformative capacity of literature to enrich the learning of children with intellectual disabilities and underscores the importance of building educational communities in which literature acts as a catalyst for respect, solidarity, and values, essential in a diverse and plural world.
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Copyright (c) 2025 Yoel Jiménez-Gómez, Niguel Diéguez-Rodríguez (Autor/a)
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