Reading and writing as enjoyment in young people with Down Syndrome

Abstract

In a literate society, the acquisition of reading and writing constitute two fundamental pillars that allow individuals to establish social and cultural relationships, build their own identity, learn to organize their ideas and develop critical thinking. These issues, when it comes to people with intellectual disabilities, are fundamental and can only be achieved through effective support. Thus, this work highlights the importance of implementing an intervention program with young people with Down Syndrome in which mediation plays a leading role. Two general objectives are proposed: to characterize the beliefs that families, teachers and young people have in relation to young people with Down Syndrome and literary enjoyment; and develop and implement an intervention proposal that promotes said enjoyment. The results show that young people, through reading mediation, manage to connect emotionally with reading and that their families show great satisfaction with the gradual consolidation of their reading habit.