Receptive Vocabulary Comprehension among Children with Down Syndrome: Case of Khalil Abdeslem Primary School, Tlemcen

Abstract

The support of individuals with special needs, particularly children diagnosed with Down syndrome (DS), is a significant global problem that requires comprehensive services. Although expressive language has been widely explored, it remains important to understand receptive language. Therefore, the present research tends to examine receptive vocabulary comprehension in DS children, identifying factors that influence this comprehension to guide interventions strategies. This research employed a deductive reasoning framework, utilizing an exploratory, single instrumental, and holistic case study approach with a mixed-methods design. The research was conducted in Tlemcen province, including Down syndrome children and their teachers. Data collection involved semi-structured interviews non-participant classroom observation, complemented by two standardized tests. The results revealed that receptive vocabulary challenges vary with intellectual disability severity and social skills development. Trisomy 21 impairs memory and language-related areas, though vocabulary depth (word meaning) is not significantly more impacted than breadth (word recognition). The study highlighted the necessity of providing tailored communication supports for language comprehension