Etichetă: semantic development

This article investigates the particularities of oral language development (phonetic-phonological, morphological, semantic, and syntactic aspects) in students with intellectual disability (ID). Intellectual Disability is characterized by significant limitations in both cognitive function and adaptive behavior (conceptual, social, and practical skills), with an onset before the age of 18. The psychopedagogical profile of these students is often marked by a reduced vocabulary, slow intellectual development, a tendency toward concrete thinking.The study involved four students from the „Rudolf Steiner” Inclusive Education School Center in Hunedoara. A comprehensive methodological approach was used, including the „Pași prin lumea sunetelor” App for articulation , the T50 Technique , the Words Eminus Platform (for lexical, phonological, and morphosyntactic skills) , the Alice Descoeudres Test for determining the psychological age of language , the Phonological Processing Test (ASTTLR) , and the Mean Length of Utterance (MLU) analysis.
The results confirmed significant developmental delays, with participants exhibiting a psychological language age much lower than their chronological age. Articulation difficulties were particularly noted with fricative and affricate consonants. Lexical and semantic deficits were reflected in a limited active vocabulary, especially for abstract concepts, and a slow retrieval of labels. Syntactically, while MLU scores ranged from 5.38 to 6.42 morphemes, indicating some ability to use morphological structures, speech production often contained short, concrete sentences and grammatical inaccuracies.
In conclusion, the study highlights the complexity of linguistic profiles in the context of Intellectual Disability and emphasizes the need for specialized, corrective-compensatory interventions to improve functional language abilities and social integration