Effect of the Staccato singing coaching on the receptive languages and expressive languages of Students with Intellectual Disabilites
Written by: Lee, Yeon Sil
Department of Special Education
Graduate School of Woosuk University
Directed by: Prof. Chung, Jin Ja Ph.D.
...
Effect of the Staccato singing coaching on the receptive languages and expressive languages of Students with Intellectual Disabilites
Written by: Lee, Yeon Sil
Department of Special Education
Graduate School of Woosuk University
Directed by: Prof. Chung, Jin Ja Ph.D.
The study of this study was to examine the effect of the Staccato singing coaching on the receptive languages and expressive languages of students with intellectual disabilities.
The subjects of this study were 3 male middle schoolers at the H special school located in Iksan-si, Jeollabuk-do, and the Singing coaching were 45 minutes sessions and the total of 15 times.
The conclusions of this research are as follow:
First, the Staccato style singing coaching appears to have positive influence on the receptive language of students with intellectual disabilities.
The sampled students show improvements in the understanding on the nouns of animal names, plants, things and various residential environments.
Especially, they show improvements in the understanding on such adjectives as healthy, endeavoring, hesitating, burning and existing inside and such verbs as overcome, fold up, embroider, fumble, and wrap up with which they show difficulties in understanding at the prior examination.
Second, the Staccato-style singing coaching has positive influence on the expressive languages of the sampled students with intellectual disabilities.
The sampled students show improvements in the expression of such nouns as clothesbrush, jumper, thatched-cottage, temple, lighthouse, underpass and carpenter.
The articulation ability of the sampled students showed to have effectively been improved, and it was also the same case when they failed to sing with changing the words of the nursery songs due to the replacements and omissions of words.
This research has following restrictions.
First, it would be difficult to generalize the results of this research as this research was just a case study and done only with 3 sampled students.
Second, as this research was done within short period of time and on the male students only, there is a need to do wider-scale researches on the other students groups differentiated by the types and degrees of handicap.
Considering the results of the study, we suggest the following ideas.
First, while this research was limited to the subjects of receptive and expressive language abilities at the simple word level, there needs to be done the researches on the sentence level.
Second, there also need to be done continuous researches on the singing coaching program in order to widely utilize as the communication skills training for the intellectually disabilities students making the best use of their excellent musical sensibilities.
Effect of the Staccato singing coaching on the receptive languages and expressive languages of Students with Intellectual Disabilites
Written by: Lee, Yeon Sil
Department of Special Education
Graduate School of Woosuk University
Directed by: Prof. Chung, Jin Ja Ph.D.
The study of this study was to examine the effect of the Staccato singing coaching on the receptive languages and expressive languages of students with intellectual disabilities.
The subjects of this study were 3 male middle schoolers at the H special school located in Iksan-si, Jeollabuk-do, and the Singing coaching were 45 minutes sessions and the total of 15 times.
The conclusions of this research are as follow:
First, the Staccato style singing coaching appears to have positive influence on the receptive language of students with intellectual disabilities.
The sampled students show improvements in the understanding on the nouns of animal names, plants, things and various residential environments.
Especially, they show improvements in the understanding on such adjectives as healthy, endeavoring, hesitating, burning and existing inside and such verbs as overcome, fold up, embroider, fumble, and wrap up with which they show difficulties in understanding at the prior examination.
Second, the Staccato-style singing coaching has positive influence on the expressive languages of the sampled students with intellectual disabilities.
The sampled students show improvements in the expression of such nouns as clothesbrush, jumper, thatched-cottage, temple, lighthouse, underpass and carpenter.
The articulation ability of the sampled students showed to have effectively been improved, and it was also the same case when they failed to sing with changing the words of the nursery songs due to the replacements and omissions of words.
This research has following restrictions.
First, it would be difficult to generalize the results of this research as this research was just a case study and done only with 3 sampled students.
Second, as this research was done within short period of time and on the male students only, there is a need to do wider-scale researches on the other students groups differentiated by the types and degrees of handicap.
Considering the results of the study, we suggest the following ideas.
First, while this research was limited to the subjects of receptive and expressive language abilities at the simple word level, there needs to be done the researches on the sentence level.
Second, there also need to be done continuous researches on the singing coaching program in order to widely utilize as the communication skills training for the intellectually disabilities students making the best use of their excellent musical sensibilities.
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