Thực trạng phát triển kĩ năng viết văn bản cho học sinh khuyết tật trí tuệ lớp 2

Tóm tắt

The writing skills of students with intellectual disabilities have certain limitations and are closely related to language ability. This article explores the current situation of developing composing skills for students with intellectual disabilities in grade 2 in comparison with the requirements of the current 2018 General Education Curriculum, thereby building a basis for proposing appropriate support methods for students with intellectual disabilities, meeting the requirements of the Program. The research results show that the writing skills of students with intellectual disabilities are limited in all 3 stages according to the requirements of the Program, in which the most limited are the lack of ideas in the writing, unclear or monotonous sentences, poor vocabulary, unclear and incomplete structure. The assessment of writing skills should focus on the writing topic, student attitude and the quality of language use. The teachers believed that explaining the writing topics with visual aids and praising, encouraging, and motivating are the most appropriate measures. They faced many difficulties in developing students’ writing skills, with teachers' low expectations of the abilities of students with intellectual disabilities the biggest difficulty.