ABSTRACT Little is known about the level of poetry appreciation that can be achieved by university students with intellectual disabilities. Indeed, there are limited studies that provide knowledge of poetry pedagogy for teachers of this group of individuals. Going some way to address the paucity of research in this area, this paper advances an approach to poetry pedagogy which is built on three tenets: (1) Teacher and positioning; (2) Student and the poetic voice, and (3) Language, metalanguage and poetry writing. It is argued that these tenets have the potential to become a powerful tool for people with intellectual disabilities to explore their self and social identity, and a medium to question and challenge the ideational world that these individuals are situated in. For teachers, utilising this poetry pedagogy encourages a critical reflexive practice which has the potential to enhance the relationship between teachers’ positions and identities and the way this is enacted in the classroom.

中文翻译：

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诗歌教育与智障大学生

摘要 对于智障大学生能够达到的诗歌欣赏水平知之甚少。事实上，为这群人的教师提供诗歌教学法知识的研究非常有限。为了解决该领域研究的匮乏，本文提出了一种基于三个原则的诗歌教学方法：（1）教师和定位；(2) 学生和诗意的声音，以及 (3) 语言、元语言和诗歌写作。有人认为，这些原则有可能成为智障人士探索自我和社会身份的有力工具，并成为质疑和挑战这些人所处的观念世界的媒介。 对于教师来说，