Expressive language of 4-5 year-old children with intellectual disabilities in inclusive preschool: current situation and commentary

Abstract

The article focuses on the current status of expressive language development in children with intellectual disabilities (ID) aged 4-5 who are included into preschool settings. Due to limitations in intellectual functioning and adaptability, children with ID often develop expressive language skills more slowly compared to their peers. This study was conducted to specifically investigate the expressive language factors of these children, including phonetics, vocabulary, grammar and language usage skills. Based on the survey results, the paper provides comments and practical lessons for developing expressive language to enhance children's communication abilities and facilitate better inclusion in preschool environments.