This study explores the learning, and specifically literacy learning, of intellectually disabled adolescent students. Factors that have influenced this learning throughout the adolescent's education are identified. Nineteen case studies of the literacy development of adolescent students with mild and moderate intellectual disabilities were developed through observations in their classrooms, and of related activities. The results of the study show that there were three main influences on literacy development for these students. These were the unique nature of the learner, home and family factors and the impact of school on the literacy learning of these students from their early learning and through their years of formal education. This research adds to the current research on the learning of adolescent students with intellectual disabilities by looking specifically at literacy development and using qualitative approaches to search within and beyond the classroom for issues which affect their learning.Practitioners in education and in the care of disabled children can use the study's findings to build a framework of knowledge to develop appropriate educational placements, programs and support for learning by drawing on significant aspects of the child's personal, social and educational development. / Doctor of Philosophy (PhD)
| Identifer | oai:union.ndltd.org:ADTP/235775 |
| Date | January 2001 |
| Creators | Twee, Pam, University of Western Sydney, Macarthur, Faculty of Education and Languages |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Source | THESIS_FEL_XXX_Twee_P.xml |
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