Enhancing Literacy and Communicative Skills of Students With Disabilities in Special Schools Through Dialogic Literary Gatherings

Enhancing the quality of learning opportunities for students with disabilities and level attained is a pending challenge. This challenge especially relevant in context special schools, where possibilities derived from interactions others limited. However, providing these sufficient instrumental learning, such as literacy, communicative reasoning abilities crucial their subsequent educational social opportunities. In this case study we analyse school that has implemented Dialogic Literary Gatherings means to increase within group around reading debate classical books. Semi-structured interviews were conducted principal teacher transition adult life course, two focus groups teachers–one primary education teachers one secondary teachers–and students–one students–. On hand, results show characteristics allowed participate learn. other several improvements have been observed. First, regarding increased motivation reading, improved proficiency. Second, students' behavior, conflict reduced, solidarity attitudes increased, they acquired dialogic argumentative habits. Finally, at emotional level, gained self-esteem confidence feel more empowered make voice heard.