Motivational strategy for teaching reading and writing in students with intellectual disabilities

Abstract

Motivation is one of the basic learning devices that collaborates in a fundamental way; Consequently, teachers can make use of motivational strategies that favor the learning of core areas such as reading and writing. This is how this article is supported by research that aimed to identify how the learning of reading and writing is fostered in a group of students with intellectual
disabilities from first stages in primary education in an official educational institution, through the design of a motivational didactic-pedagogical strategy.
The research follows a qualitative approach with an action-research design; assuming the stages of planning, action, and reflection. Among the results, the design of a booklet named “Superheroes of reading and writing motivational method” stands out, which encouraged the learning of reading and writing among 8 children with intellectual disabilities of first grade in primary level.