Improving the Teaching of Children with Severe Speech-Language Difficulties by Introducing an Authoring Concept Mapping Kit

  • Ria Kicken
  • Elise Ernes
  • Ilja Hoogenberg-Engbers
  • Gloria Gomez
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 635)

Abstract

The paper reports on case studies in which an Authoring Concept Mapping Kit was incorporated as a didactic tool in the teaching of children with severe speech-language difficulties. The Kit was introduced to replace methods such as topic webs, or complement others such as conversation exchange. Three pilots were carried out between 2012 and 2015, with escalating numbers in participation and duration. The paper focuses on the teachers, their training, implementation, and their motivations for incorporating concept mapping in interactive learning language. The outcomes report on how the teachers’ practice has been transformed and improved. The children’s perspective on the topic comes through in the teachers’ opinions. Concept mapping turned out to enhance meaning negotiation, active inquiry and collaboration during teaching interactive learning language. Teachers reported that it had great impact on children’s language development, vocabulary and spontaneous speech, while it had minimal impact on the way activities were performed in everyday classes.

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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • Ria Kicken
    • 1
  • Elise Ernes
    • 1
  • Ilja Hoogenberg-Engbers
    • 2
  • Gloria Gomez
    • 3
  1. 1.Vitus Zuid Mgr.HanssenHoensbroekNetherlands
  2. 2.Independent ScholarBerkel-EnschotNetherlands
  3. 3.University of Southern DenmarkOdense MDenmark

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