What students with intellectual disabilities know about writing planning

Abstract

Background: Studies on the writing of students with intellectual disabilities have been scarce and unrepresentative. Therefore, the purpose of this research was to analyse this group of students' abilities to plan their texts Method: A collective case study was carried out, with an eminently qualitative approach, although aided by an initial quantitative analysis. Fifteen students with unspecified intellectual disabilities were interviewed using open-ended questions.For data interpretation, content analysis and quantification of responses were used. Results:The results revealed the abilities and limitations of these students regarding the knowledge and use of one of the key processes of written expression (writing planning). Conclusion:The cognitive operations of planning, in which these students admitted the greatest problems, were the ordering and recording of ideas, and textual structuring.students with unspecified intellectual disabilities, writing difficulties, writing planning | INTRODUCTIONWriting is a complex cognitive skill that challenges many students and especially those with an intellectual disability. However, people with intellectual disabilities are not homogeneous (Beail & Williams, 2014;Palmqvist et al., 2020). Intellectual disability is generally associated with certain syndromes, but there are also people with unspecified intellectual development disorders (WHO, ICD, 2015 10, Version 2015.Research has revealed that people with intellectual disabilities have difficulties reaching certain educational levels, primarily in the