장애아동의 의미어휘 지도를 위한 일반아동의 마인드 맵 분석

Abstract

Language development has become increasingly recognized as an important concerns in the special education. It is easy to agree that the sequence of language development during the first five years of life is important. However, most children with disabilities who are attending the elementary levels indicated developmental direction and speed, even though the children delay in developmental speed with the ordinary children. Also most materials to teach language for the children with disabilities is selected in the level of general education. The purpose of this study was to analyze the mind map vocabulary from general children how to teach the meaning vocabulary for children with disabilities. Total of 80 general children, 20 four-years, 20 five-years, and six-years, and seven-years participated for this study. Twenty vocabularies selected as target words from Korean Standard Receptive Vocabulary Test and teachers of general preschool and elementary schools. The results were that (a) age development was related with vocabulary development; (b) five years children showed the highest development than those of the other age group children in first-concept vocabulary; (c) six years children showed the highest development rather than those of the other age group children in second-concept and meaning vocabularies; and (d) the second language is developed from six years. This study suggested that the importance of teaching meaning vocabularies is emphasized in language instruction for children with disabilities. Also this study suggested how to develop the meaning vocabulary teaching programs for the children with disabilities.