Assessment of phonological skills in the context of intellectual disabilities: comparative study between children with Down syndrome and children with intellectual disabilities

Abstract

This scientific investigation delves into the pivotal role of phonemes in language acquisition among children aged 8 to 11 with Down syndrome and intellectual disabilities. The study uncovers significant disparities between these groups, emphasizing the need for tailored educational strategies. Findings reveal fluctuations in rhyme, syllable, and phoneme recognition, underscoring the complexity of linguistic development. Noteworthy is the positive correlation between higher intelligence and enhanced phonological performance in both groups. The study suggests the importance of early interventions for children with Down syndrome and advocates for personalized educational programs.