This paper presents the case of nine-year-old Drew, a Year 3 Primary School student who has a Mild Intellectual Disability (MID). Drew is one of four individual case studies from a research project that examined the potential of students with MID co-constructing their own animated social narratives about being safe (keeping hands and feet to one-self) using the teaching approach of ‘slowmation’ (abbreviated from ‘slow animation’). This paper explores the extent that Drew was able to use slowmation to co-construct an animated social narrative and the ways in which this social skills intervention supported his understanding and application of safe behaviour at school. Drew worked oneon- one with a researcher across three forty-minute lessons to co-construct an animated social narrative. Data was gathered from audio-recorded, semistructured student and teacher interviews, video recorded lesson observations, student work samples, and student school behaviour records. Analysis of data revealed that Drew was able to successfully co-construct an animated social narrative about being safe at school by engaging with slowmation processes and that after co-construction his understanding of ways to be safe and his application of safe behaviour at school improved.
Recommended CitationShepherd, Alyce, The case of Drew: An animated social narrative intervention to improve the social skills of a student with a mild intellectual disability (MID), Journal of Student Engagement: Education Matters, 2(1), 2012, 65-77.