2019 Volume 43 Issue 2 Pages 167-173
In this study, I teached vocabulary using concept-mapping method for high school student with intellectual disability. The purpose of this study was to examine the effect of concept-mapping method for high school student with intellectual disability and to examine differences in learning effect due to differences in teaching methods. Instruction was conducted in the order of pretest - early teaching - intermediate test - late teaching - posttest. In the early teaching period, the instructor and the student alternately described the words "alternate description". In the late teaching period, "grouping" was done to associate the described words with each other. In each test, we constructed a concept map with the same theme and analyzed the change in the number of description words and the description form. As a result, from the comparison in the pretest to the intermediate test, the effect of increasing the number of description words was recognized in "alternate description". From the comparison of the intermediate test and the post test, the effect of changing the description form to a higher order type was recognized in "grouping".
