Abstract
Specific Language Impairment (SLI) is a developmental disorder in children with lower language capacity than average children in the same age group without vivid physical or mental illness. Children with SLI in China have lower academic achievements than their peers; thus, they could be considered lazy or stupid. In the past two years of our first phase of the study, we evaluated more than 40 primary students aged 7 to 9 from 3 primary schools in northern Jiangsu Province in China, with 35 children scoring below 1.5 standard deviations. This study created a social atmosphere by empowering teachers' instruction management skills with better awareness of SLI children. This study also designed a procedure based on Computational Thinking (CT) as a negotiation theme for adult-children interaction for CT logic generalized into sequential and conditional logic. With assistance from an inclusive education classroom with support from teachers and classmates, students explore more social interactions with a better comprehension of correct orders and expressions in a social environment. At the same time, this study used CT activities for internal language development supported by signs and symbols acquired from CT and actualized in the inclusive education classroom. We have seen a gradual improvement in their academic performance and social interactions at school.
Author Information
Cheng Hsu, Jiangsu Normal University, China
Paper Information
Conference: ACE2022
Stream: Education & Difference: Gifted Education
This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Hsu C. (2023) A Cultural-Historical Approach to Children With Specific Language Impairment in China ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2023.74
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.74
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