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ERIC Number: EJ1219225
Record Type: Journal
Publication Date: 2019
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1554-5210
EISSN: N/A
Describing and Comparing Pragmatic Language Skills of Turkish Students with Typical Development and Inclusive Education Students with Mild Intellectual Disability
Diken, Özlem
International Journal of Progressive Education, v15 n2 p157-166 2019
The purpose of this study is to describe and compare pragmatic language skills of Turkish students with typical development and inclusive education students with mild intellectual disability. Participants included 152 primary school students (75 students were students with typical development-STD, and 77 students were inclusive education students with mild intellectual disability-IES) aged between 5 and 12. Data were collected via Turkish version of Pragmatic Language Skills Inventory (TV-PLSI, Alev, Diken, Ardiç, Diken, Sekercioglu and Gilliam, 2014). Results indicated that out of 75 students with typical development (STD), 58 (77,4%) had average or above average pragmatic language skills whereas out of 77 inclusive education students (IES), only 17 (22,1%) showed average or above average pragmatic language skills. More specifically, 60 (77,9) IES had below average, poor and very poor pragmatic language skills. Results on comparisons of two groups also revealed that students with typical development showed higher pragmatic language skills than inclusive education students with mild intellectual disability on total score and three subtest scores of the TV-PLSI. Suggestions were provided.
International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A