Constructing language comprehension programmes: an approach for use with mentally handicapped children

Abstract

SUMMARY The article discusses the need for language programmes in special schools and the current interest in implementing such schemes for major areas of the curriculum. The rationale and format of a programme for improving language comprehension skills in mentally handicapped children is described and is viewed alongside some of the commercial materials available. The strengths and weaknesses of the commercial programmes are discussed and the programme described is seen as a means of overcoming some of the problems presented by these, and adopting a more individual approach. The components of the programme are described showing the means of implementation from its inclusive assessment through to the choice of method and materials to be used by the class teacher. An approach to record keeping specifically aimed at the language comprehension programme is described and illustrated.