EDUCATIONAL MEASURES FOR TRAINING MEMORY ABILITY FOR CHILDREN WITH INTELLECTUAL DISABILITIES AT THE AGE OF 5-6 YEARS OLD THROUGH LEARNING GAMES IN SPECIAL EDUCATION SETTINGS: PROPOSAL AND INITIAL TRIAL

Abstract

This article proposes and initially trials several educational measures for training memory ability in 5-6-year-old children with intellectual disabilities through learning games in special education settings. Based on the memory characteristics of children with intellectual disabilities and previous survey findings, six measures were developed: selecting and combining memory strategies according to each child's profile; creating play situations to increase interest and attention; arranging a visual and low-distraction play environment; guiding children to organise objects to be remembered; adjusting levels of support during play; and assessing and modifying the use of learning games. The initial trial involved two children with mild intellectual disabilities in a special education setting in Quang Ninh province, using a case-study design and descriptive pre-post comparison. Results showed progress in all memory domains: the mean score of Case 1 increased from 1.60 to 1.96, and that of Case 2 increased from 1.40 to 2.00. More visible improvement was found in visual and short-term memory, whereas spatial and semantic memory still required longer intervention. Given the very small sample size, the findings are not intended for generalisation; rather, they provide preliminary evidence for the relevance and feasibility of structured, individualised and gradually scaffolded learning games.