The Effects Of Game-Based Learning Activities On Vocabulary Formation And Expansion In Learners With Moderate Intellectual Disabilities

Abstract

The aim of this research was to study the perspectives and features of vocabulary development of children with moderate intellectual disabilities in play based learning process. Total number of research participants were 26 children with moderate intellectual disabilities from 13-14 years old (13 children in each experimental and control groups). During the pedagogical experiment, based on the characteristics of their intellectual, mental and motor development, specially selected and coordinated games, game exercises and assignments have been used.

Interpretative data analysis method was used for describing scientific experiments and the features of vocabulary development of children with moderate intellectual disability with the use of specified play based activities.

As a result of developed games, play based activities and tasks, both passive and active vocabulary of children with moderate intellectual disability had been developed and, in general, the abilities to perceive the semantic field of the word was enhanced. Children who were involved in the experimental group mastered not only the words of the objects, the actions, but also could designate the characteristic and quantity words. As a result of the scientific experiment, the recorded development indicators made up 85% among the research participants.