Reading Comprehension in Adolescents with Intellectual Disabilities: Interventions in Laboratory of Special Professional Education and Training

Adolescents with intellectual disabilities (ID) face significant challenges in basic academic skills, with reading comprehension being particularly affected. This issue becomes more pronounced in secondary education, where curriculum demands increase and individualized instructional support is required. The purpose of the present action research is to investigate differentiated strategies for reading comprehension, utilizing the pedagogical tool “Targeted, Individual, Structured, and Integrated Program for Students with Special Educational Needs (TISIPfSEN)”. The study focuses on two research questions: (a) to what extent does differentiated pedagogical material support reading comprehension, and (b) which instructional intervention strategies enhance students’ active engagement in the learning process. The research was conducted with a sample of four students (N = 4), with a mean age of 14 years, attending a Laboratory of Special Professional Education and Training. Data collection tools were based on observational and instructional intervention methodologies, while results were documented using Basic Skills Checklists and graphical representations. Findings indicate that differentiated pedagogical materials substantially contribute to the improvement of reading comprehension through activities that activate the neurodevelopmental areas of learning readiness.