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<p>This study explores methods to enhance reading comprehension in students with Intellectual Disabilities through individualized interventions incorporating key concepts from positive psychology. Involving three students from a special school in Tiruchirappalli, Tamil Nadu, India, the research utilizes criterion sampling and employs the Madras Developmental Programming System assessment scale for baseline assessment, along with a pre-test to evaluate the students’ reading comprehension. The researcher has administered tailored interventions, including Think-Aloud, Least Intrusive Prompting, and I Do, We Do, You Do, designed to meet the specific needs of the students, followed by a post-test to measure their progress. The results indicate notable improvements in the students’ reading comprehension skills, affirming the effectiveness of the individualized interventions. The findings highlight the importance of a student-centred approach and the integration of positive psychology principles in designing interventions for special education. This study underscores the need to continue developing and refining targeted interventions to better support the learning needs of students with Intellectual Disabilities.</p>

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Fostering reading comprehension through positive psychology in special education: a case study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月8日

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  • S. Mekala,
  • G. Siskin Gabriela Ilakkiaa,
  • T. Sangeetha,
  • M. P. Shabitha

摘要

This study explores methods to enhance reading comprehension in students with Intellectual Disabilities through individualized interventions incorporating key concepts from positive psychology. Involving three students from a special school in Tiruchirappalli, Tamil Nadu, India, the research utilizes criterion sampling and employs the Madras Developmental Programming System assessment scale for baseline assessment, along with a pre-test to evaluate the students’ reading comprehension. The researcher has administered tailored interventions, including Think-Aloud, Least Intrusive Prompting, and I Do, We Do, You Do, designed to meet the specific needs of the students, followed by a post-test to measure their progress. The results indicate notable improvements in the students’ reading comprehension skills, affirming the effectiveness of the individualized interventions. The findings highlight the importance of a student-centred approach and the integration of positive psychology principles in designing interventions for special education. This study underscores the need to continue developing and refining targeted interventions to better support the learning needs of students with Intellectual Disabilities.