Title: A Cultural-historical Approach to Children With Specific Language Impairment in China
Stream: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
Presentation Type: Live-Stream Presentation
Authors:
Cheng Hsu, Jiangsu Normal University, China
Abstract:
Specific Language Impairment (SLI) is a developmental disorder as children have lower language capacity than average children in the same age group without vivid physical or mental illness. Children with SLI in China have lower academic achievements than peers; thus, they could be considered lazy or stupid. In our study, we used a Cultural-historical approach according to Vygotsky’s theories for designing meaningful educational activities for SLI children. In the last two years, this study evaluated more than 400 primary students aged 7 to 9 from 3 primary schools in northern Jiangsu Province in China, with 35 children scoring below 1.5 standard division. This study created a social atmosphere by empowering teachers’ instruction management skills with better awareness of SLI children. This study also designed a procedure based on Computational Thinking (CT) as a negotiation theme for adult-children interaction for CT logic generalized into sequential and conditional logic. With assistance from an inclusive education classroom with support from teachers and classmates, students explore more social interactions with a better comprehension of correct orders and expressions in a social environment. At the same time, this study used CT activities for internal language development supported by signs and symbols acquired from CT and actualized in the inclusive education classroom. We have seen a gradual improvement in their academic performance and social interactions at school.
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