What is an essential question to ask when considering reading needs for a student with an intellectual disability?

• A. What are her likely reading needs based on preferences?
• B. Will she be capable of reading beyond grade levels?
• C. Will she live alone or have assistance?
• D. Are non-written information sources available?

Answer: (A)

Asking about a student's likely reading needs based on their preferences is crucial when considering their reading instruction. This approach acknowledges that students with intellectual disabilities, like all learners, have unique interests and motivations that can significantly influence their engagement with reading materials. By understanding a student's preferences, educators can tailor reading activities and materials to be more relatable and enjoyable, thereby fostering a more effective learning environment.

Engaging with texts that resonate with a student's interests can enhance comprehension and retention, making reading less daunting and more appealing. For example, if a student loves animals, providing them with books or stories about animals can capture their attention and encourage a positive reading experience, ultimately supporting their literacy development.

This focus on preferences also aligns with differentiated instruction and the need to personalize learning, which is particularly important for students with varying abilities and challenges.