Patterns of Pronunciation Difficulties Among Students with Special Needs in an Articulatory Phonetic Study
DOI:
https://doi.org/10.26877/paudia.v15i3.3944Keywords:
Articulatory Phonetics, Pronunciation Difficulties, Students with Special Needs, Basic VocabularyAbstract
Pronunciation difficulties among students with special needs vary across individuals, requiring individualized identification to support effective intervention. This study aimed to analyze variations in the pronunciation of basic vocabulary among three students with intellectual disability, autism, and Down syndrome using an articulatory phonetic perspective. A qualitative multiple-case study design was employed. Data were collected through observation, picture-card and verbal pronunciation elicitation, and speech recordings, then transcribed orthographically and phonetically using the International Phonetic Alphabet and compared with standard Indonesian target forms. The findings revealed distinct patterns of sound deletion, substitution, lexical identification errors, syllable reduction, final and initial sound deletion, blank responses, and word-form simplification. These findings demonstrate that pronunciation difficulties are individualized. The novelty of this study lies in mapping diagnosis-specific pronunciation patterns through articulatory phonetic analysis. The study contributes evidence for developing individualized pronunciation assessment and intervention strategies for students with special needs.
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