The study of social interaction for children with language disability -two case studies

• Main Authors: LO TSUI - CHU, 羅翠菊
• Other Authors: 鐘梅菁
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/89013787760526494384

碩士 === 國立新竹師範學院 === 幼兒教育研究所 === 89 === Abstract The purpose of this study is to understand how language disability children interacted with adults and peers in the kindergarten and which strategies we should adopt to intervene with this group. This study consisted of non-observation, interview, and data collection. The target group of this study was language disability children studying in a general class. The primary research results include: 1 Social interaction between language disability children, adults and peers was primarily by special non-language interaction activities. 2 Because of obstacles in language disability children’s minds, their meanings were easily neglected by adults and peers causing what we call “the spirit is willing, but the flesh is weak”. 3 Language disability children preferred language interaction with adults than with peers. When they communicated with adults, they attracted attention by repeating their sentences, suspending communication, and not answering questions asked. Language disability children enhanced their understanding of adult’s conversation by non-verbal communication. 4 Because of limitations of communication or communication technique, during social interaction with peers, they sometimes used impolite or commanding language. It was not obvious that the children were responding to each other. 5 Language disability children became lonely in this group. The younger children in these game activities were neglected and did not play key roles, and participated less in collaborative activities. 6 Adult and peer modes were applied as intervention strategies by the teacher in the kindergarten. Time lag method, imitative learning, and asking and feedback methods were applied to encourage speaking in the adult mode. Language disability children were taught independence and given the chance to show their skills. At the same time they were given negative emotion guidance and assistance. In peer mode, the teacher intermixed language disability children and general children using “play learning style” activities to increase opportunities for interaction. Parents of language disability children not able to take part in these activities were asked to bring their children for language treatment. This group had problems with follow through. Keywords: language disability children, social interaction, preschool education, special education