Literacy is an established and valuable life skill for all students, including those with intellectual disabilities (Downing, 2005). A well-rounded literacy program will incorporate aspects of automatic sight words; mediated word strategies; comprehension at word, sentence, paragraph, and story level; and writing. However, this well-rounded approach can prove difficult in a classroom where students have varied and challenging individual needs and unfortunately often results in lopsided programs where explicit literacy instruction across all elements as noted by the National Reading Panel (2002) is missing (Ainsworth et al., 2016). Students who have complex communication needs, physical disabilities, or sensory impairments do not present as traditional readers and writers. They will not access books and other literacy materials in the same manner as their peers without disabilities do. They also often need more time and more repetition to master literacy materials.

中文翻译：

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重度残疾学生的识字习得：通过辅助技术实现

识字是包括智障学生在内的所有学生的一项既定且宝贵的生活技能（Downing，2005）。一个全面的识字计划将包含自动视觉词的各个方面；中介词策略；单词、句子、段落和故事层面的理解；和写作。然而，这种全面的方法在课堂上可能很困难，因为学生的个人需求多种多样且具有挑战性，而且不幸的是，经常会导致项目不平衡，缺少国家阅读小组（2002 年）指出的跨所有元素的明确扫盲教学（Ainsworth 等等，2016）。有复杂沟通需求、身体残疾或感官障碍的学生不会以传统的读者和作家的身份出现。他们不会像没有残疾的同龄人那样以相同的方式获取书籍和其他识字材料。他们还经常需要更多的时间和更多的重复来掌握读写材料。