Secondary School Book Designing For Intellectual Disabilities

By Laurel Garner

The "Concept of a reading book for pupils with FGE (mental development) in the secondary school level" aims to address the challenges faced by pupils, teachers, and parents in finding suitable reading material for secondary school students with a focus on mental development. The existing texts are often linguistically too complex or thematically uninteresting for these students, leading to a lack of motivation and engagement in reading.
The proposed reading book will consist of three parts: a collection of texts, a student workbook with assignments, and a teacher's handbook. The theoretical basis of the project is divided into three parts as well.
Part one focuses on clarifying basic terminology related to reading books, such as "reading" and "literature." It discusses the importance of reading in our culture and explores the role of reading and literature in the context of school. The tasks and goals of literature lessons, as well as concepts, didactics, and methods of literature teaching, are explained. These aspects will influence the conception and design of the reading book, including the selection of texts.
In the following chapter, the understanding of reading literacy, based on the PISA study, is addressed. This functionalist approach emphasizes the importance of reading in our time and culture and introduces new perspectives for reading and literature lessons. This approach will be considered when selecting and weighting texts for the reading book and developing the underlying concepts and priorities.
The reading interests of the target group, pupils in the lower secondary school age range (ten to sixteen years old), will also be considered in the selection of texts. Studies examining the reading preferences of this age group will be discussed to inform the text selection process.
Part two of the project places the theoretical considerations from part one in the context of mental disabilities and teaching in FGE. It explores reading, the expanded concept of reading in special education and didactics, the importance of reading for individuals with intellectual disabilities, and the role of learning to read and literature classes in FGE.
In part three, the focus shifts to the project itself: the concept of a reading book for pupils with FGE in the secondary school level. The theoretical requirements derived from the previous parts are outlined. This includes discussions on text comprehensibility, the role of visual elements in readers, and reading exercises and strategies. The "official" conception of the reading book is presented, covering guiding principles, objectives, target group, theoretical foundations, and the book's design.
By integrating theoretical considerations, understanding the needs of pupils with FGE, and drawing upon existing research and literature, the project aims to develop a comprehensive and engaging reading book tailored to the specific requirements of secondary school students with mental development focus.

• Format: Paperback
• Language: English
• ISBN: B0C5BMB4WK
• ISBN13: 9798394761089
• Release Date: May 2023
• Publisher: Independently Published
• Length: 180 Pages
• Weight: 0.40 lbs.
• Dimensions: 0.4" x 5.0" x 8.0"