Promotion of learning about psychology, physiology, and pathology of children with intellectual disabilities in teacher training courses

Abstract

In this study, texts in teacher training courses on special needs education and introductory books for teachers at special needs schools were text-mined to grasp the state of explanations of psychology, physiology, and pathology related to intellectual disabilities. The extracted frequent words included keywords in the definition of intellectual disability. By further analysis, we were able to confirm the co-‍occurrence relationship between characteristic words such as intellectual function and adaptive ability. In addition, it is possible to know the similarity of words such as the necessary support and the classification of causes, and it suggested a learning axis for students in the teacher training course.