A Study On The Oral Narrative Ability Of Intellectual Disabilities Students In Secondary Vocational Schools

Oral narrative ability is an integral part of individual language ability.The development of oral narrative ability can promote the development of other aspects of individual ability.However,students with intellectual disabilities have great obstacles in cognition,memory and other aspects,which may lead to a delay in the development of oral narrative ability and have an impact on students’ social interactions.Oral narrative ability is very important for students with intellectual disabilities in secondary vocational schools.Good oral narrative ability can promote the development of students’ social communication ability and social relations,and lay a solid foundation for them to enter the society in the future.The purpose of this study is to understand the characteristics of the students with intellectual disabilities in the oral narrative ability of secondary vocational school,and explore the performance of the students with intellectual disabilities in the oral narrative ability of two different types of narrative,in order to put forward suggestions for the teaching of oral narrative ability of students with intellectual disabilities in secondary vocational schools.This study uses the language sample analysis method to analyze the picture book narratives and personal life experience narratives of 47 students with intellectual disabilities in secondary vocational schools in S City,and shows the characteristics of the oral narrative ability of students with intellectual disabilities in secondary vocational schools from the macro and micro structure of oral narrative ability.The findings are as follows :（1）The overall level of macro structure of oral narrative ability of students with intellectual disabilities in secondary vocational schools is low.Among them,students’ performance in picture book narrative macro structure is better than that of personal life experience narrative macro structure.There is a significant positive correlation between the total score of narrative macro structure of students’ picture books and the total score of personal life narrative macro structure.（2）The micro structure of oral narrative ability of students with intellectual disabilities in secondary vocational schools is not suitable.The student’s narration contains more instances where words are used incorrectly,as well as sentences that do not fit the grammatical structure.There is a significant positive correlation between the total number of words,the number of different words,the corrected Type-Token ratio,and the mean length of utterance spoken by students in the two different narrative types.（3）The macro and micro structure of the oral narrative ability of students with intellectual disabilities in secondary vocational schools are highly correlated.（4）The macro and micro structure performance of the oral narrative ability of the students with mild intellectual disabilities are significantly better than those of the students with moderate intellectual disabilities.（5）The macro and micro structure of the oral narrative ability of the students with intellectual disabilities in secondary vocational schools vary greatly.Research suggests that parents and teachers should carry out individualized training for the differences of students in practical life,and improve the oral narrative ability of students with intellectual disabilities in secondary vocational schools by creating different narrative situations and providing diversified support.