Students With Mild Intellectual Disability Learning In Regular Class Case Study For Language Ability

It is stated in the Curriculum Standard for Middle and Elementary School that, language ability is an important part of culture, literature is an important communication tool of human activities, and a sound mastery of language is crucial for students to comprehend science and culture, develop self-learning ability and cultivate culture awareness and taste of beauty.For student with mild intellectual disability learning in regular class, language is not only a core curriculum in elementary school, which is crucial for learning other courses, but more importantly, language learning can help these students how to properly use language to participate in society, express their feelings, improve communication and melt in the society more easily.In this thesis, we use case study method to analyze language ability of three students with mild intellectual disability learning in regular class. The research aims to find these students'basic knowledge of language, reading, writing and regular langage learning situation, as well as factors deciding the formation of language learning ability.The research indicates that, the overall language scores of the three individuals are low, in which their basic knowledge is fair, while reading and writing is not good. Within basic knowledge, literacy and calligraphy are fair, while usage of words and sentences are not good. For reading comprehension, their understanding of sentences, paragraph and articles are not good. For writing, they have small vocabulary and uses simple sentences very often. During regular their learning, the three individuals demonstrate poor pre-learning and review ability. During classes, their attention is easily distracted and efficient learning time is short. The pre-learning and review work of the three individuals, along with their class learning efficiency, learning attitude, teacher's understanding of special children and parent's home education are important factors for their language learning.