Name of teaching material
What I did on holidays: Practice of talking in a coherent way self-made product
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| Target | Children having difficulty talking in a coherent way |
|---|---|
| Disability category | visual impairment deaf and hard of hearing mentally challenged physically challenged health impairment speech and language disorder autism emotional disturbance multiple disabilities developmental disabilities other |
| Teaching units / Applicable scenes | Japanese |
| Specific purposes | Deciding the title and what children want to talk in advance helps them talk in a coherent way. |
| Considerations for disability characteristics |
- When children talk, they may forget what they wanted to talk and/or start to talk about something different. Thus, the teacher repeats the phrases voiced by the speaking child and visualizes the subjects of the speech by writing the phrases on blackboard. - Teachers are to focus more on listening to what children want to talk to their friends rather than presenting them with keywords such as “when, where, and with whom”. |
| Expected effects and results | The practice reduces children talking in a rambling way and helps them talk in a coherent way using short sentences. It also nurtures the basic ability of speaking, writing and reading by being conscious of logic and structure of the speech and writing. |
| How to use |
How to use How to practice (1) Decide the title: Children select what they want to talk to their friends out of what they did on a holiday(s) and decide the title. (2) Decide 3 or 4 stories they want to talk to their friends: Children select several stories they want to talk and decide the order (selecting stories to transmit and thinking the structures of the stories). (3) Talk each story: Children talk the stories in the decided order. The teacher is to repeat the phrases voiced by the child and write them on blackboard. By seeing what he himself or she herself talked, the child realizes the coherency and keywords of his or her speech. Repeated practice leads them to talk using short sentences. (4) Answer questions from friends: Friends ask questions, and the speaker answers them. By being asked by friends, the child can better identify what he or she wants to transmit and feel the joy of being understood and communicating with friends. * Regular practice, such as once a week, throughout a year is effective. |
| Related teaching materials and information | - Writing down what each has talked on writing paper helps the child learn how to write. |
| Useful for other students | The practice can be done also in ordinary elementary school as well as special needs education schools. |
- Informant MURANUSHI Mitsuko, Special Needs Education School for the Physically Challenged School: Special Needs Education School for the Physically Challenged, University of Tsukuba
- Keywords what I want to talk, coherency, composition, Japanese
- Created 2024-06-07 13:36:37
- Updated 2024-06-07 13:36:37