Abstract
The acquisition of the mother tongue is one of the areas that may be problematic for children affected by disability. Problems in both receptive and expressive language development can be seen in children affected by various degrees of disability. It is seen that the natural language approach, which is based on the foundations of social interactionist theory, has been effective in teaching the mother tongue to children who have been affected by inadequacy. This study explains what needs to be done to develop the expressive language of children with mental disabilities who have limited expressive language skills. The study also includes activity suggestions to support children's language development.
Highlights
Communication is an integral part of the individual
Verbal language problems occur in infancy and it is important to diagnose language problems early, support their development and gain academic skills (Özmen, 2003)
Problems and retardation in language development affect the development of children in other areas (Özmen, 2003)
Summary
Communication is an integral part of the individual. The American Speech-Language Hearing Association (ASHA) defines communication as follows: “It is the action where a person gives information about his needs, desires, perceptions, knowledge or affective states (Schalick et al, 2012). Corresponding author: Cyprus Science University, Institute of Health Sciences, Nursing Department, 31, Girne, North Cyprus Turkish Republic The American Speech-Language Hearing Association (ASHA) defines communication as follows: “It is the action where a person gives information about his needs, desires, perceptions, knowledge or affective states (Schalick et al, 2012). It is a tool to express needs and wishes, socialize with others, convey information and participate in society (Mcleod et al, 2008).
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