MONTESSORI APROACH ON THE TRAINING OF THE LETTERS IN MENTALLY RETARDED CHILDREN

Abstract

The purpose of this study is to analyse results which the training of the letters with cards in Montessori style applied to moderate mentally retarded children. The letters of the alphabet which is unknown to subjects were used. The points examined were as follows: (1) Discrimination training on matching visual letters (exam 1). (2) Recognition of visual letters (exam 2). (3) Recognition of visual-auditory letters (exam 3). (4) Reproduction of visual letters (exam 4). (5) Reproduction of visual-auditory letters (exam 5). The results obtained were as follows: (1) The alphabetizing exercise may be useful for letter discrimination (exam 1). (2) The procedure of the visual-writing may be more effective than the visual (exam 2). (3) The visual recognition may be easier than the auditory (exam 3). (4) The procedure of the visual-writing may be more effctive than the visual (exam 4). (5) It seems that subjects are weak in auditory reproduction (exam 5). Normal children of similar MA level were apt to acquire higher scores in each task. Though cognitive motivation is required in Montessori system, materials and presentations should be devised in order to adapt subjects' psychological traits. The present study confirmed the effectiveness of Montessori approach.