Study On Essay Writing Ability Of Students With Mild Intellectual Disability Learning In Reguar Class

Writing is an ability to think objectively and express it in written form. The development of writing skills concerns skills such as spelling, grammar, vocabulary, etc. Writing is the actual representation of a student's thought and written presentation skills. It is a comprehensive training of letter, word, sentence and phrase. One of the objectives of writing education is to develop student's ability to write sentence and set phrases. The study on writing in both home and abroad focuses primarily on writing model and writing psychology. Only a small portion of them research regular and special student's writing ability through analyzing their articles. So far, systematic and thorough study on mild intellectual disability learning in regular class is blank in its field.In this research, 530 articles written by mild intellectual disability students and regular students in 3-5 grade classes were collected. Research was done to compare words, sentences and phrases collected from mild intellectual disability students to determine their ability of wording, sentencing and phrasing.As a result, we found that, (1) Most mild intellectual disability students do not meet the minimum word requirement of the testing, but words increase with the grade level; (2) Wrongly used words by mild intellectual disability students are substantially greater in number those used by regular students, and the number increase with grade level, and article length. Mistake with the word with similar pronunciation is the most common type of the case; (3) Among the correctly used words, verbs, nouns, proverbs are used more than other types of words. Cases of misused type of words increase with grade level. Cases of incorrectly add/omit words decrease with grade level. In correct sentences, simple sentences are greater in number than complex sentences and the latter increase with grade level. Incorrect sentences consist of 1/4 of the whole article. Missing parts and obscure sentence types are among the most common mistakes; (4) Semicolon is not used at all and comma, period and quotation marks are among the most used, but with low correct rate; (5) Format of the writing seems promising. Although 1/3 mild intellectual disability students in regular learning did not finish their articles, the cases decrease in number with grade level. Half of the articles were written consistent to the core idea. Most problems are among articles which did not fit the article title.Researcher concludes that the development of writing skills of mild intellectual disability students in regular learning should expand their contents, cultivate basic skills of language and enhance grammar training among junior level students.