A Study on the Vocabulary of Students with Intellectual Disabilities (Mental Retardation) in Art Classes

Author(s)

Shilova Elena Anatolyevna

Candidate of Sciences (Pedagogy), Associate Professor, Head of the Department of Speech Therapy, ORCID: https://orcid.org/0000-0002-4579-5631, Moscow State Regional University

24 Vera Voloshina St, Mytischy, Moscow Region, Russia, 141014, tel.: +7(495)7800943, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract.

Introduction. The development of speech skills and habits is one of the main tasks of teaching and educating the students with disabilities. One of the difficulties in the structure of systemic speech underdevelopment in the students with intellectual disabilities is command of vocabulary. The students have serious problems both with understanding of terms and with their use in speech in various classes, including drawing classes. The aim of the research is to study the features of a vocabulary used by the intellectually impaired students when studying the subject domain “Visual art activity”.

Materials and Methods. The research sample consisted of 84 schoolchildren with mild disorders of cognitive activity from educational centers in Moscow. The research methods included individual examination of speech of the schoolchildren, monitoring of speech activity of the students in the visual art classes and during nonschool hours. The results of the experimental study were processed using Microsoft Office Excel (Excel).

Results. The investigation of the vocabulary made it possible to find out the level of speech development in the junior school students with intellectual disabilities in the subject domain “Visual art activity”. The schoolchildren understand better and name more correctly the nouns denoting graphic elements. They know sufficiently well the adjectives that characterize the color and size of objects. However, their vocabulary of verbs associated with visual art activity is poor and limited.

Conclusion. The obtained results demonstrate the speech possibilities of students with mental retardation in the context of studying the vocabulary in the subject domain “Visual art activity”. The findings can be used by teachers of educational institutions to set the learning objectives for the students with intellectual disabilities, develop the content of the visual art classes, determine the size of the vocabulary, and select the didactic tasks.

Keywords: mentally retarded children, students with intellectual disabilities, speech development, vocabulary, visual art activity

For citation: Shilova E. A. A Study on the Vocabulary of Students with Intellectual Disabilities (Mental Retardation) in Art Classes. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2019; 13(3): 410-420. DOI: 10.32343/2409-5052-2019-13-3-410-420

UDС: 376.1

DOI: 10.32343/2409-5052-2019-13-3-410-420

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