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Analyzing the Characteristics of Information Processing of Students with Intellectual Disabilities and Normal for Universal Design for Learning

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2018, 19(4), pp.33-46
  • DOI : 10.19049/JSPED.2018.19.4.02
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : November 12, 2018
  • Accepted : November 27, 2018
  • Published : December 31, 2018

Park, Chan-Woong 1

1대구대학교

Accredited

ABSTRACT

The purpose of this study is to examine the characteristics of the comprehension of language and perception reasoning in information processing of students with disabilities and general students in inclusive education settings, and to investigate the gap between the comprehension of language and perception reasoning of those students in order to provide validity evidence of universal design for learning. This study examine the gap between the students' sequential and concurrent processing based on the comprehension of language and perception reasoning scores by conducting K-WISC-Ⅳ for 26 students with intellectual disabilities and 25 general students, controlling the chronological age and gender of students, The results indicate that the ability of comprehension of language is lower than that of perception reasoning for students with intellectual disabilities. On the other hand, the ability of comprehension of language is higher than that of perception reasoning for general students. In addition, the individual differences are founded between the ability of comprehension of language and perception reasoning of students with intellectual disabilities and general students. The results are supported by the general concepts of information processing that students with intellectual disabilities have a higher ability of perception reasoning compared with that of comprehension of language, and general students have a higher ability of comprehension of language compared with that of perception reasoning. Based on the result, the following conclusion is provided. First, the ability of comprehension of language is lower than that of perception reasoning for students with intellectual disabilities, and the ability of comprehension of language is higher than that of perception reasoning for general students. Second, the individual differences between the ability of comprehension of language and perception reasoning of students with intellectual disabilities and general students are significantly different and contradicted each other. Thus, universal design for learning for students with intellectual disabilities in inclusive education setting could minimize the disability barrier and maximize the possibility of their learning including general students by providing multiple means of engagement, representation, and action and expression.

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This paper was written with support from the National Research Foundation of Korea.
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