An Examination of Communicative Style of Learning among Children with Cognitive Disabilities - A Clinical Study

Abstract

Introduction: Standardised cognitive and educational tests of people with Cognitive Disabilities give vital information to parents, researchers, and teachers. Understanding an individual with Intellectual Disabilities (ID's) specific developmental strengths and problems is critical for selecting suitable educational placements, devising intervention programs, and monitoring growth. However, difficulties associated with intellectual disabilities in areas like communication, concentration, and self-regulation can impair test findings' validity, leading to pupils being branded "untestable." Regrettably, there has been little study on administrative methods that produce meaningful standardised evaluation outcomes for this group. Communication problems are widespread in people with cognitive disabilities, and various factors influence them. Interventions to improve engagement and living standards for individuals with intellectual impairments should incorporate possibilities for communicating requirements and constraints. The significance of communication partners and the influence of their interpersonal skills on the frequency and criticality of communication among persons with severe-profound disability is widely established. A sample of 197 people, including teachers and parents, were surveyed to know the importance of the Communicative Style of Learning among Children with Cognitive Disabilities. Concludes that there is significant importance of the Communicative Style of Learning among Children with Cognitive Disabilities.

Objectives:

1. Examine how the Communicative Learning Style helps Children with Cognitive Disabilities in their learning and communication process.


2. To know the importance of the Communicative Learning Style among Children with Cognitive Disabilities.

Methods: A sample of 197 people, including teachers and parents, were surveyed to know how the Communicative Style of Learning helps Children with Cognitive Disabilities in their learning and communication process. The survey was conducted with the help of a structured questionnaire. The researcher collected the primary data through a convenient sampling method. Data were analysed and evaluated by mean and t-test.

Results: The study shows importance of communicative learning for children with cognitive disabilities. communicative learning helps with mannerisms, facial expressions, and language. Using technology to communicate helps too. Communication is vital for emotional discourse and sharing ideas. It also helps with individuality and social intimacy. Communicative learning improves engagement and quality of life. Teachers can use it to teach more advanced concepts. All of these statements are significant.

Conclusions: Helping children with cognitive disabilities develop critical communication skills can be complex. Borrowing from mother-child interactions, the Communicative Style of Learning improves language abilities. Augmentative/alternative communication technologies can also fulfil language demands. It is essential to fully support these children to reap the benefits of successful communication.