How do students with intellectual disabilities tell stories? An investigation of narrative macrostructure and microstructure.

Abstract

Individuals with intellectual disability may have limited narrative skills. The novelty of this study lies in the examination of strengths and weaknesses which may enable a more facilitative approach to narrative and other storytelling‐based methodologies among adults with intellectual disability who study in an academic enrichment program in comparison to typical students with the same chronological age. Seventeen adult students with intellectual disability and 16 typically developing students, produced narratives which were examined for microstructure (e.g., length, lexis, grammaticality, and complexity) macrostructure (e.g., goals, attempts, and outcomes) and Internal state terms (ISTs). The findings indicate that in spite of weakness of adults with intellectual disability in terms of coherence, syntactic complexity, and grammatical sentences, they exhibit strengths in narrative macrostructure story scheme and use IST. With increasing age, narratives performance of adults with intellectual disability continues to advance possibly due to maturity, life experience and indirect exposure to the environment.