关键词: 智力与发展性残疾, 语言, 国际功能、残疾和健康分类, 生活语文, 言语治疗

Abstract:

Objective To systematically explore the characteristics of speech, language functioning and adaptation in children with intellectual and developmental disabilities (IDD) based on framework of International Classification of Functioning, Disability and Health (ICF), to construct an integrated system that merges curricula and rehabilitation based on an analysis of the content and functional goals within language-related curriculum standards for Peizhi (special education for children with IDD) schools.

Methods Using the bio-psycho-social model of the ICF, the characteristics of speech and communication disorders in children with IDD were systematically analyzed across the three dimensions of body functions and structures, activities and participation, and environmental factors. A content analysis was conducted on the three core curriculum standards for Peizhi schools issued by the Ministry of Education of China, extracting and summarizing the goals and core content related to linguistic ability development, which were then mapped and coded using the ICF classification system. Guided by the ICF's functioning-oriented principles, these curriculum goals were integrated with evidence-based rehabilitation strategies to construct a comprehensive curriculum and rehabilitation interventions that included assessment, goal setting, curriculum module design and intervention strategies.

Results For the speech and language functioning in children with IDD, at the body functions level, impairments were identified in areas such as mental functions of language (b167) and articulation (b320); at the activities and participation level, limitations manifested as significant difficulties in communication (d3) and interpersonal interactions (d7); and environmental factors (e.g., family support, e310; educational services, e585) impacted on functional performance and adaptation. Main curriculum standards of China related to language functioning for Peizhi schools addressed three domains respectively: body functions (Rehabilitation Training Curriculum Standard), communication skills [Living Language (Chinese) Curriculum Standard], and social participation and environment (the Life Adaptation Curriculum Standard). Together, they constructed a standardized system for educational curricula and rehabilitation interventions for children's speech and language functioning.

Conclusion The speech therapy, the courses of Chinese language and adaptation are the complex and multidimensional processes. Based on the theoretical framework of the ICF's bio-psycho-social model, this study systematically integrates China's Living Language (Chinese), Rehabilitation Training, and Life Adaptation curriculum standards to construct a speech rehabilitation program and a language ability curriculum oriented by the children's speech, language functioning and adaptation, which emphasizes a process beginning with functional assessment, grounded in real-life contexts, and actualized through interdisciplinary collaboration, to provide individualized, multimodal and evidence-based education, rehabilitation interventions and support for every child with special needs. By implementing the integrated rehabilitation interventions and language-related curriculum system, it enhances children's speech, language functioning and adaptation, promotes their functional communication, empowers their communication activities and social participation, and improves their social adaptation and overall development.

Key words: intellectual and developmental disabilities, language ability, International Classification of Functioning, Disability and Health, living Chinese language, speech therapy