Biện pháp hỗ trợ kĩ năng viết văn bản theo yêu cầu môn Tiếng Việt lớp 2 cho học sinh khuyết tật trí tuệ: Nghiên cứu ba trường hợp

Tóm tắt

Developing text-writing skills is an important educational goal for students with intellectual disabilities and requires support tailored to individual needs. Accordingly, this study describes changes in text-writing skills and levels of independent performance among three students in Grades 2, 3, and 4 who completed writing tasks aligned with the Grade 2 Vietnamese Language curriculum. A descriptive three-case design without a comparison group was employed. Over 22 weeks, each student received individualized support comprising 10 measures across five groups, coordinated and adjusted to the student’s needs. Data were collected through a baseline assessment and six periodic assessments. Results showed increases in scores across all four stages of the writing process for all three students, although the magnitude of change varied across cases; writing practice had the lowest final score for all three students. At the final assessment, Student 2 reached the “no support needed” level across all four stages; Student 1 reached this level in three stages and the “little support needed” level in writing practice; Student 3 reached the “no support needed” level in task analysis and the “little support needed” level in the other three stages. These findings provide a basis for organizing writing support across the entire writing process, with the content, level of prompting, and pace of support fading adjusted to each student’s performance.