SEMANTIC DEVELOPMENT IN CHILDREN WITH MILD INTELLECTUAL DISABILITY

Silvana FILIPOVA, Biljana KRSTEVSKA KOKORMANOVA, Stojan BAJRAKTAROV, Vasilka GALEVSKA JOVČVSKI, Teuta RAMADANI-RASIMI

Abstract

Semantics, as part of speech development in humans, is necessary for acquiring the logical-pragmatic level of language. This is achieved, by acquiring the ability to think outside of specific reality, reasoning relationships, operating with symbols, using metaphors and abstract concepts. The main objective of the research is to examine all the semantic categories and their level of development in children with mild intellectual disabilities in comparison with typical children. In this research, a total of 62 respondents were aged 12 to 14. The experimental group consisted of 31 subjects with mild intellectual disabilities. The control group consisted of children with normal intellectual abilities. The examination was done by using the "Semantic Test" by Spasenija Vladisavljević, which was adapted for the Macedonian-speaking population. Results showed that there is a connection between the acquisition of homonyms and the level of intellectual development. Antonyms are accomplished only for words with concrete meaning. Acquisition of synonyms is related to intellectual development and vocabulary richness. The research concluded that the children with mild intellectual disabilities in our research partially, and with poor representations, acquire homonyms, antonyms, and synonyms and do not acquire metonyms at all. We recommend more visual support during the speech therapy and educational process. The results of this study will be of interest to multiple audiences (including patients, their families, caregivers, healthcare professionals, researchers, scientists, and decision-makers).

Pages: 81 - 91