Reading, Socioemotional Development, and Inclusion in Adults with Disabilities
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Abstract
Participation in leisure experiences and the development of communication skills are fundamental for the well-being and social inclusion of people with disabilities. This research focuses on learning to read among people with intellectual disabilities (ID) and on finding strategies to make reading more accessible for this population. Through an intervention in an inclusive reading club, the study analyzes how participation in this reading experience influences various aspects of the lives of adults with ID, evaluating their personal, social, and emotional development, reading skills, and social inclusion. A phase of evidence collection was designed based on a qualitative approach, through interviews with 22 participants (users, volunteer university students, and organizers). The results show a positive impact of these clubs on various aspects of the participants' lives, emphasizing the need to continue adapting these initiatives to meet the specific needs of people with disabilities. Additionally, the importance of creating an inclusive culture that recognizes self-determination as a crucial factor for the integration of people with ID into society is highlighted.
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