Study On Oral Narrative Structure Of Children With Intellectual Disability Learning In Regular Class

With the further development of special education,people pay more attention to learning in regular class,a kind of inclusive eduction model.At present,the major students of learning in regular class are children with mild and moderate intellectual disability.Oral narrative abilit is particularly important for these children.Good oral narrative ability can ensure they have a smooth interaction with others in their study and life.It is also the foundation of reading and writing ability,which can promote the development of academic preformance.In this context,there were two purposes of this study.One was to understand the oral narrative structure of children with intellectual disability learning in regular class in grade 3 to 5.Another is to investigate the effects of using story structure teaching to improve oral narrative ability of children with mild intellectual disability.The results of this study may shed light on the development of oral narrative ability of children with intellectual disability and Chinese teaching in regular class.In the first part of the study,17 children with intellectual disability learning in regular class and 30 children with typical development in grade 3-5 participated two tasks,retelling the story after watching the cartoon and telling the story while reading a picture book.Through the tasks,the researcher collected 94 language samples with a length of about 483 minutes.Using story grammar framework to analysis the structure elements and structure types of these language samples.The results of this part of study were as follows:(1)In two tasks,children with moderate intellectual disability showed floor effect;Children with mild intellectual disability had poorer performance on the integrity of narrative structure and richness of story content than children with typical development.The proportion of story structure elements is the same as that of children with typical development,but the overall number is less.(2)Different narrative modes can affect the oral narrative performance of children with mild intellectual disability.Compared with retelling the story after watching the cartoon,when telling the story while reading a picture book,children with mild intellectual disability can narrate more plots,more complete narrative structure and richer story content.In addition,the proportion of story structure elements which children with mild intellectual disability use on two tasks was different.Children with typical development show the same difference on two tasks.(3)In terms of children's oral narrative development phase,7-8 years old children reach Multiple Episode.On the task of retelling the story after watching the cartoon,there are 68% of children with intellectual disability not reached the level Multiple Episode.On the task of telling the story while reading a picture book,there are 30% of children with intellectual disability not reached the level Multiple Episode.Generally,the oral narrative development of children with intellectual disability was lower than their chronical age.In the second part of the study,a third-grade child with mild intellectual disability took 18 story structure teaching intervention.The single-subject experiment design was use to evaluate the effects.26 language samples were collected during baseline,intervention and maintenance periods.Analyze the language samples by using visual inspection techniques and summarize the interview of child and parents.The results of this part of study were as follows:(1)The story structure teaching could improve the subject's total score of narrative structure immediately and maintain the effects.Subject grasp the “character” element before intervention;The effect of “background” and “outcome” should be improved;The “initiating events”,“proceeding events” and “revelation” had immediate and maintenance effect.(2)Subject and parents had a positive attitude towards the story structure teaching of the story,which indicated that the social validity of story structure teaching was confirmed.Based on these results,the researcher suggests that teacher can arrange more teaching activities about reason exploration for children with intellectual disability learning in regular class to help them better understand cause and effect relationship.And use different types of teaching materials to train different story elements.Teacher can also try to use the story structure teaching to promote the development of children's narrative ability.