Speech as One of the Important Areas of Supporting: Vocabulary of Primary School Pupils with Intellectual Disability

Abstract

The study presents the results of a test on a group of children aged 7 to 12 years with intellectual disability and a moderate defect or disorder in the development of speech who attended a special school in Krakow. The pupils have been tested for knowledge of the verbs most commonly used in everyday life. The study focused on the names of activities – best and worst remembered by the students – and how the names were replaced by the students who did not know the correct forms. The study also examines speech defects and the length of time spent in a special school. The study draws conclusions and provides examples on how to develop the knowledge of verbs among students with mild intellectual disability.