Given the need to understand the forms of communication of people with intellectual disability, as to favor their social participation, this study deals with narration as a self-managed instance of discourse beyond language. The purpose is to standardize a methodology which allows us to explore their narrative discourse using a multi-modal perspective. The description corresponds to narrations of fifteen Chilean children of school age with intellectual disability and low development of oral language, but who have narrative intent. Based on the adaptation of a retelling task, we perform a discourse analysis on their multi-modal productions and we observe narratives focused on the actions of the characters and built based on a combination of communicative resources. This methodology results appropriate to account for the narrative resources used by these students in the first school years and validates their narrative strategies, which contributes to the development of special education and the study of communication from an inclusive perspective.
|Translated title of the contribution||Methodological adaptations for the discourse analysis of children with intellectual disability: Narrating without a language|
|Number of pages||15|
|Journal||Signo y Pensamiento|
|State||Published - 1 Jul 2016|