Schriftspracherwerb unter den Bedingungen einer Trisomie 21

Many people with trisomy 21 use writing in their everyday lives. However, studies show that they face challenges in learning to write and find it difficult to realise their potential. Gesa Markmann shows that barriers can result from a mismatch between learning conditions and established didactic models of the subject. The author identifies the characteristics of a low-barrier learning environment for literacy and, together with people with trisomy 21, develops learning materials that explicitly take into account the learning needs of people with trisomy 21.
The author is a special education teacher and research assistant at the University of Hamburg.