Abstract:
ABSTRACT: The current deliberations on increasing access to English and the democratization of English in post-war Sri Lanka must extend to students with disabilities. Research evidence from speech and language therapy promotes the use of multi-sensory stimuli to advance the development of communication and language skills in children with intellectual disabilities. In this preliminary study, 3 local children's stories, together with relevant story-making activities, were offered to 7 children with intellectual disabilities in one special school across 12 lessons. Vocabulary measures of word naming of target vocabulary were undertaken pre- and post-intervention using picture-based tasks presented via PowerPoint. A positive difference was found post-intervention on the target vocabulary naming test. The findings of this small preliminary study should be interpreted with caution. However, the findings are suggestive of the potential benefit of using culturally relevant familiar local traditional stories with a range of multi-sensory stimuli and storytelling activities to aid learning of new vocabulary in children with disabilities accessing English as an additional language. Further research using a large sample together with a control group will be required to substantiate the positive trend of vocabulary gains observed within this preliminary study. KEYWORDS: English; intellectual disability; multisensory; stories; traditional.