Enhancing the Communicative Skills of Normal ‎and Mentally-Challenged Learners through ‎Emo-Sensory Textbooks‎

Abstract

Struggling with basic restrictions in mental operations, information ‎processing, and social and communicative skills, mentally-‎challenged children learn with delay. Numerous methods have been ‎proposed to enhance learning among the mentally challenged. One is ‎emo-sensory education which highlights the interplay of senses and ‎emotions and raises teachers’ awareness of practical sense and ‎emotion utilization in class. This study analyzed emo-sensory text on ‎Persian literature, basic sciences, and theology books of mentally-‎challenged fourth-graders in terms of senses and emotions. These ‎books were compared to those utilized for normal fourth graders. ‎The emo-sensory text analysis revealed no significant differences ‎between these two sets of books regarding applying emo-sensory ‎words. Material developers merely paid attention to the visual sense, ‎while mentally-challenged and normal children are considerably ‎different. Various senses have to be integrated into the textbooks to ‎enhance learning and communicative skills, which seems to have ‎been overlooked. As a result, authors should include more emo-‎sensory stimuli to boost information processing and benefit the ‎mentally challenged.