The Effect of Affection on English Language Learning of Children with Intellectual Disability Based on Total Physical Response Method of Language Teaching

Mohammadian, Amir; Dolatabadi, Shima Mohammadian

doi:10.18488/journal.23/2016.5.2/23.2.92.103

Cited by 11 publications

(24 citation statements)

References 14 publications

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“…Teachers believe that not all learners can master the word recognition at the same pace. Some learners found it difficult to identify even a letter especially for those who are mild intellectually disabled as teaching them is more complicated than teaching it to the normal one (Mohammadein, 2016). In accordance, there are many researchers conducted to find out what is the most suitable technique to help the learners in improving word recognition which one of it is a multisensory approach.…”

Section: Multi-sensory Approach In Learningmentioning

confidence: 99%

Multi-Sensory Approach: How It Helps in Improving Words Recognition?

Sarudin¹,

Hashim²,

Yunus³

2019

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The Malaysian Education Blueprint is aimed to make sure that every child can master all the skills including listening, speaking, reading and writing. Hence, the English Language syllabus is designed to mould the pupils to become a skilful learner at an early age. One of the skills that they have acquired as early as in Standard 1 is the reading skills. There are varieties of strategies that can be used by the teachers to help the learners' performance in mastering reading skills. One of them is through the multi-sensory approach where it involves the learners' senses throughout the activities done in the classroom. Therefore, this paper discusses how multi-sensory approach can be used as a strategy to improve learners' reading skills by improving their word recognition. It aims to explore past studies on the effective use of visual, auditory and tactile aids in the classroom as well as the learners' kinaesthetic experiences in improving their word recognition.

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Section: Multi-sensory Approach In Learningmentioning

confidence: 99%

Multi-Sensory Approach: How It Helps in Improving Words Recognition?

Sarudin¹,

Hashim²,

Yunus³

2019

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“…A significant and recurrent obstacle that stands in the way is the diversity of learning profiles inherent among these students [11]. Nevertheless, the numerous benefits in the linguistic domain [12][13][14][15][16][17]; cognitive and metacognitive domains [18][19][20][21]; sociocultural domain [22][23][24]; and socioemotional dimension [25][26][27] have been reported in the literature. Furthermore, as stated in the Salamanca Agreement [28], the European Commission [29] and by other researchers [19,23,30], any student has the right to receive a good quality education and equal educational opportunities from an ethical and legal point of view.…”

Section: Introductionmentioning

confidence: 99%

Coping with Challenges in Teaching Foreign Languages to Children with Mild Intellectual Disabilities: Stakeholders’ Perspectives

et al. 2021

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In this qualitative study, we aim to gain insight into the stakeholders’ perspectives around the inclusion of a mild intellectual disability (MID) student of perinatal origin in the foreign language (FL) classroom, and their perspectives on the student’s working conditions, and the support needed to effectively develop this student’s basic FL skills. The research hypothesis holds that the stakeholders face numerous technical, contextual, and formative challenges which hinder the MID student’s learning conditions in the FL classroom. The study was carried out in a state secondary school of the metropolitan area of Granada (Spain). Different stakeholders participated in this study. As an instrument of research, we designed an in-depth interview with open questions. The data were perused, sifted, and interpreted by means of a content analysis methodology. The main results confirm the research hypothesis since stakeholders’ perspectives are positive towards the theoretical bases of inclusive education. Conversely, we observe that these perspectives are negative when it comes to the real and effective practice of inclusive education in the FL classroom, which would allow them to tailor their teaching methodology to the real needs of the MID student and the rest of students with special educational needs (SEN).

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“…Método Total Physical Response (TPR), (Kleinert et al, 2007;Mohammadian, 2016): el alumnado puede mejorar el almacenamiento de información a través de la asociación que se establece entre movimiento y memoria. Este método contribuye al incremento de la memoria en el alumnado con discapacidad intelectual y facilita un canal que promueve el empleo de técnicas basadas en la afectividad.…”

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“…Explicitar el uso de estrategias de aprendizaje contribuye a que este alumnado adquiera poco a poco una cierta autonomía en su aprendizaje. Entre dichas estrategias, los autores anteriormente indicados señalan: repetición coral, uso de patrones de color para el aprendizaje de aspectos lingüísticos, revisión y repetición frecuentes, uso de guías y organizadores… • Aspectos afectivos y clima de la clase (Dörnyei y Skehan, 2003;Mohammadian, 2016): la puesta en práctica encaminada al desarrollo y comprensión de aspectos afectivos vinculados a las emociones y los sentimientos, promueven la creación de un clima positivo de aprendizaje para todo el alumnado, incluyendo al alumnado con discapacidad intelectual leve que, a menudo, debe lidiar con problemas de ansiedad, autoestima, personalidad, inhibición y motivación como consecuencia de su discapacidad. • Docencia compartida (Comisión Europea, 2005;Scruggs et al, 2007): el hecho de que haya dos profesores en una misma clase favorece la comunicación y la atención al alumnado con mayores dificultades, puesto que se facilita el seguimiento y retroalimentación los cuales tienen lugar con mayor frecuencia.…”

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“…De manera más específica, en el ámbito internacional, hemos observado estudios muy recientes que consisten en programas de intervención a través de una determinada metodología, técnica o estrategia con el alumnado con discapacidad intelectual leve. Uno de ellos pone de manifiesto los efectos beneficiosos del aprendizaje del inglés como lengua extranjera a través del trabajo de la afectividad con el alumnado con discapacidad intelectual y basándose en el método Total Physical Response (Mohammadian, 2016). Otro de los estudios se centra en la implementación de una herramienta tecnológica denominada Talking Tactile Technology (T3) que se caracteriza por combinar varios canales: visual, auditivo y kinestésico, en alumnado principiante con discapacidad intelectual leve de inglés como primera lengua extranjera arrojando resultados positivos (Coskun, 2013).…”

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