The general aim of the thesis is to show how The Situational Language Intervention Programme (SLIP) was formulated in order to include the
critical factors of: the cognitive abilities and linguistic
characteristics of the intellectually handicapped; pragmatics, semantics
and syntax and the four models of language acquisition; the criteria
that guide language intervention programme development; the use of
precise and systematic teaching methods that stimulate the use of
language in the students' environment. The general objective of both
SLIP and this thesis is to show how to increase moderately to severely
intellectually handicapped adolescents' language-communication through
the appropriate use of the forms of language applied to its functions in
a specific range of situations.
Chapter Two of the thesis is concerned with the cognitive abilities of
intellectually handicapped people and the implications of intellectual
handicap on communication and language development. In addition it
discusses, stage by stage, the positive and negative markers of language
acquisition. These markers illustrate to the teacher the signs of
linguistic retardation at each stage of language learning.
The contents of Chapter Three provide an outline of the four models of
language acquisition, i.e. Pragmatic, Semantic/Cognitive,
Psycholinguistic/Syntactic and Behavioural. Those models contribute to
our understanding of how language develops and illustrate to us the
complex nature of language acquisition. In addition, this discussion
documents the past and current research viewpoints and draws our
attention to the limitations that existing theories have in providing a
"full�blown" model of language acquisition. Furthermore, Chapter Three
is stating that the recent analysis of language-training for
communication disordered and intellectually handicapped students has
shown that a more balanced study of the semantic and pragmatic factors in
language acquisition is emerging. This chapter is urging teachers to
re-analyze, re-evaluate and modify their language intervention programmes
by integrating the syntactic, semantic and pragmatic factors.
Both the contents of Chapters Two and Three are demonstrating that it is
necessary to address the theoretical viewpoint and academic findings both
of which are important aspects of the role of the interventionist. They
have to be addressed if the teacher is to make judgments concerning the
efficacy of different models in attaining certain goals. Such factors
govern the utilization and integration of certain approaches and
procedures.
The contents of Chapters Four and Five discuss how the language
interventionist can lead the intellectually handicapped student into
increased language usage and communicative competence. Chapter Four is
concerned with the current critical issues and developments in:
curriculum and programme design for the moderately/severely
intellectually handicapped adolescent; criteria to guide programme
development and direction of language intervention; direct instruction
techniques; augmentative communication systems and their basic programme
guidelines.
Chapter Five outlines the framework of the Situational Language
Intervention Programme (SLIP) which was designed and implemented by the
author. The content and procedures utilized by SLIP are greatly
influenced by the contents of Chapters Two, Three and Four. This
influence is demonstrated in the discussion concerning SLIP's: aims and
objectives; content and design decisions; selection of forms to be
taught; sequencing; teaching procedures and methods of instruction.
Chapter Five also discusses the implementation of SLIP.
| Identifer | oai:union.ndltd.org:ADTP/218987 |
| Date | January 1988 |
| Creators | Hall, Phillip, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Phillip Hall |
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