Implementation of Classroom Research Findings on the Early Language Development of Mentally Handicapped Children

Abstract

Language intervention research with mentally handicapped children has identified techniques of proven effectiveness. However, this information has not been readily available to those professionals in the best position to help the children, namely teachers and their assistants.

In an attempt to do this, a series of five video-programmes was made, illustrating assessment and teaching techniques suited to mentally handicapped children at the 'two-word' stage of expressive language development. These programmes were viewed by nine teachers and assistants and after each, they carried out a practical activity with a child from their class.

The effectiveness of the course was evidenced by changes in the teachers' use of language with the children and improvements in the children's language both during teaching sessions and on a before/after basis.

Three components, which contributed to the success of this project, are identified as a guide to the future implementation of research findings.

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