Apprendre à lire aux élèves présentant une déficience intellectuelle, quel défi !

Abstract

Teaching reading to students with moderate and severe intellectual disability (ID) can be very challenging. This paper aims to identify factors which constitute obstacles or facilitators in this area according to special education teachers. Semi-structured focus group interviews were conducted with 35 special education teachers working in special schools for students with ID. A content analysis allowed to identify several obstacles and facilitators that special educators attributed to themselves, to the context or to the students. The findings highlight the pervasiveness of some factors and allow to formulate recommendations to support special educators in teaching reading more efficiently to students with ID.