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International Journal of English Language Education

.: Home > International Journal of English Language Education > 2013 > Volume 1 Number 2 > 1. Sadeq Ali Saad Al-Yaari (Corresponding author); 2. Fayza Saleh Al Hammadi; 3. Salah Ayied Alyami.

Teaching Mentally Handicapped Children (MHC) Using Audio-Visual Aids: A Pedagogic & Psychoneurolinguistic Approach

1. Sadeq Ali Saad Al-Yaari (Corresponding author); 2. Fayza Saleh Al Hammadi; 3. Salah Ayied Alyami.
1. Independent Researcher, Dept. of English, College of Arts, King Saud University (KSU) Riyadh, Kingdom of Saudi Arabia; 2. Associate prof., Dept. of English, College of Arts, King Faisal University, Al-Hassa Kingdom of Saudi Arabia; 3. Assistant professor, Dept. of English, Dammam University Riyadh, Kingdom of Saudi Arabia.
Abstract :
Background: Over the years, Audio-visual aids used to aid in the communication of our 
everyday ideas mainly those related to pedagogy which normally takes place in classrooms. 
Aims: As a correlational research, the purpose of the present study is to focus on addressing 
how and why certain audio-visual aids are used to teach Mentally Handicapped Children 
(MHC). The aim is to measure whether or not using these Audio-visual aids affects positively 
the performance of MHC in comparison to their classmates who do not use them. 
Method: A total of 157 MHC (girls= 67, and boys= 90) with severe receptive disorders, and 
presented as bewildered MHC at al-Malādhresidential school of Dhamār city in Yemen 
participated in this study. The age of 87 of them ranges between 5 to 12 years old. Students 
were divided into two groups: the first group was put in classes equipped with audio-visual aids while the second group was put in classes with no audio-visual aids at all. 
Conclusions: Results show that audio-visual aids found to be effective on MHC’s 
performance. These audio-visual aids play an important role in teaching MHC who enjoy 
them and benefit from them. Audio-visual aids allow more professional and entertaining 
presentation for teachers of special education who use them to elicit desired response made 
by MHC. More importantly, they serve as means of treatment when teachers use them 
properly according to the size and nature of the impairment of MHC. The results suggest that 
teachers cannot teach MHC without using these audio-visual aids as means for teaching 
language components and skills. 
Keywords :
Mentality, Handicapped, Children, Special Needs, Pedagogy, Audio-visual Aids

Date Deposited : 25 Apr 2014 15:25

Last Modified : 25 Apr 2014 15:25

Official URL: http://www.macrothink.org/journal/index.php/ijele/article/view/3062/2607

Volume 1, Number 2, - 2013 , ISSN 2325-0887

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