Abstract

The purpose of this article was to investigate the reading and creative writing experiences of a group of adults with intellectual disabilities (ID) through the implementation of literary workshops that would allow them to redefine their relationship with literature. To this end, a didactic experience was designed and applied to a group of 9 adults with ID, called the Advisory Group, during the COVID-19 Pandemic period, so that they could experience a space for cultural recreation and emotional containment, sharing resources for expression and creativity. The methodology used was based on the inclusive research model (Salmon, Barry, & Hutchins, 2018) as a framework for action and didactic design from gender pedagogy (Chaisiri, 2010). Among the main results are the identification of reading interests, where a preference for narrative and informative genres such as comics and news is highlighted; and in writing, a greater inclination towards the production of messages and writing to improve handwriting and memory is observed. It was also possible to create a didactic model that proposes some activities and resources to address the creation of literary workshops and, finally, the main assessments of the Advisory Group around the experience of participating in these workshops were collected.