A STUDY ON THE ANALYSIS OF COMMUNICATION IN THE TEACHING : LEARNING PROCESS IN EDUCATION FOR THE MENTALLY RETARDED

Abstract

The purpose of this study was to attempt an analysis of communication in the classroom in order to clarify the basic structure of the teaching-learning process in education for the mentally retarded. For this purpose, data was obtained from 3 classes in a special school for the mentally retarded and from 3 special classes for the mentally retarded, focusing on communication processes in the classroom. The main results were as follows: 1) Such interaction categories as learning movement, explanation, modeling movement, simple response, giving directions, asking questions and facilitating movement were found frequently in both classroom activities. 2) There was a high ratio of teacher's words compared to pupil's words indicating a teacher-centered teaching process such as the so-called explanation-question-simple response teaching pattern led by the teacher. 3) It was also found that the pupil's learning activities were prompted not by words but by movements in a question-response manner although the teacher always combined words with modeling movements. This tendency was more conspicuous with the seriousness of the intellectual handicap of the pupil.