Autor: asttlr
Approaching laterality in the context of reading and writing disorders
Abordarea lateralității în tulburările de achiziție a scris-cititului
Approaching laterality in the context of reading and writing disorders
Mirela BUTTA
Abstract
Both the genotypic aspects and the influences of education are included in the structure of laterality. That is why the examination of laterality must be realised differentially, taking into account two aspects: the first is the cortical one and represents the cerebral dominance, and the second is related to the exterior projection of the cerebral dominance. The students who do not present a well defined laterality have difficulties with movement coordination, with placing in space and time or with the appropriation of written or spoken language.
A well-defined programme of intervention has a positive impact on the correction and the optimisation of laterality disorder and on the development of the psychomotor skills, in the case of children with dyslexic-disgraphic deficiencies. The formative stage is very important, needing a longer period of time and a range of various exercises and educational games for its achievement.
A well-defined programme of intervention has a positive impact on the correction and the optimisation of laterality disorder and on the development of the psychomotor skills, in the case of children with dyslexic-disgraphic deficiencies. The formative stage is very important, needing a longer period of time and a range of various exercises and educational games for its achievement.
Keywords: laterality disorder, psychomotor acquisitions, dyslexic-disgraphic deficiencies, therapeutic customized plan of intervention
pdf
DOI:10.26744/rrttlc.2017.3.1.02
Published on line: 15/03/2017
References:
Albu, C., Albu, A., Vlad, T.L., Iacob, I. (2006). Psihomotricitatea. Metodologia educării şi reeducării psihomotrice, Iași: Institutul European.
Bejan, L., Drugaş, L., Mărdălău, L. (2009). Aplicaţii practice în logopedie şi Psihologie şcolară, Ordea: Editura Primus.
Bodea Haţegan C., (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.
Burlea, G. (2007). Tulburările limbajului scris-citit, București: Editura Polirom.
Bartok, E, Gagyi, E., Crososchi, C., Cseh, A., Deak, G., Fulop, G.(2010). Eu citesc mai bine!, Îndrumător pentru tratarea tulburărilor lexico-grafice, Târgu- Mureş: Editura PontLab.
De Meur, A. şi Staes, L. (1985). Psychomotricité: Education et rééducation, Broché: Editura Belin.
Preda, V. (1999). Intervenţia precoce ȋn educarea copiilor deficienți vizuali, Cluj-Napoca: Presa Universitară Clujeană.
Radu, I.D. (1994). Educaţia psihomotorie a deficienţilor mintali, București: Editura Pro Humanitate.
Radu, I.D., Ulici, Gh. (2003). Evaluarea şi educarea psihomotricităţii, Editura Fundaţiei Humanitas, București
Verza, E. (2003). Tratat de logopedie, vol I.,Editura Fundaţiei Humanitas, Bucureşti.
Vrăşmaş, E. (2007) (coord.). “Să învăţăm cu… plăcere”. Fişe de exerciţii logopedice în comunicarea orală şi scrisă, Supliment al Învăţământ Preşcolar, Editura Arlequin.
Deglutition disorders-atypical deglutition. Miofunctional therapy for rehabilitation
Perturbări de deglutiție – deglutiția atipică. Terapia miofuncțională de recuperare
Deglutition disorders-atypical deglutition. Miofunctional therapy for rehabilitation
Elena L. BUZZO
Abstract
Deglutition is a neuromuscular mechanism which passes through a physiological maturation when passing from childhood to adulthood. A deficient deglutition can be met when childish swallowing is still present even in adult stage. During an atypical deglutition the tongue makes a pressure on the palate and on the teeth or can slip through the teeth’s arcades. Miofunctional speech and language therapy is the best way to address the atypical deglutition process. This is a reeducation process, a process of reestablishing of the oral function through a series of progressive exercises which focuses on the correction of the tongue`s position and the automatization of the swallowing process. Applying in a consistent manner the miofunctional therapy, both in the speech therapy office and during daily life activities, using the necessary orthodontic devices specific in each situation, the results are positive, atypical deglutition being turned in a mature swallowing process.
Keywords: deglutition, miofunctional therapy, swallowing disorder, orthodontic devices, speech therapy
DOI:10.26744/rrttlc.2017.3.1.03
Published on line: 15/03/2017
References:
Andretta, P. (2001). La reabilitazione logopedica della deglutizione viziata: aspetti metodologici, FLI Napoli: Relazione dal convenio.
Andretta, P. (2003). La riabilitazione logopedica della deglutizione deviate. Aspetti metodologici, In La Deglutizione (pp. 134-143), Roma: Ed. Carocci.
Andretta, P. (2005). La terapia logopedica delle alterazioni delle funzioni orali: squilibrio muscolare orofacciale in età evolutiva, adolescenziale ed adulta, In Logopedia e comunicazione, vol.1, n.1 (pp. 59-74), Trento: Ed. Erickson.
Andretta, P., Morselli, E. (2006). Efficacia, efficienza e appropriatezza nella terapia logopedica delle alterazioni delle funzioni orali, Log. E Com. 2-3 (337-348), Trento: Erickson.
Andretta, P.( 2011). Terapia miofunzionale secondo Garliner in “Deglutologia” O.Schindler (a cura di),617-38, Torino: Ed. Omega.
Andretta, P., Morselli, E. (2007). Alterazioni delle funzioni orali. Somministrazione del questionario di autovalutazione delle alterazioni delle funzioni orali, IAOM – 35th International Meeting, “Renaissance in Orofacial Myology”, Florence
Biber, D. (2013). Dysphagia in the early childhood and children with feeding disorders in clinical practice, Assessment and management of feeding problems in preterms and young babies, note de la Cursul „Let me be one of you!”, 12-21 Iulie, 2013, Varna, desfăşurat în cadrul proiectului Youth in Action cu acelaşi nume, curs focalizat pe dezvoltarea de competenţe pentru specialiştii în terapia limbajului cu privire la domeniul intervenţiei timpurii.
Bosco, A., (2016). Manuale teoretico pratico di terapia miofunzionale, metoda Bertarini, Riferimento BR-LCF-0062, www.lcf-edizioni.it
Cozza P., Polimeni A., De Toffol L., ( 2002). Manuale di terapia miofunzionale, editura: Masson-Edra
Chiarenza, A., Modica, M., G., (2012). Guida informativa al trattamento miofunzionale, TMF, www.flisicilia.it
Comparelli, U. (coord). La terapia miofunzionale e i dispositivi ortodontici coadiuvanti la terapia miofunzionale, www.ortodonzia.net
Ferrante, A. (2012). Fisiologia e patologia della deglutizione. Per il pediatra, Roma: Editore Marrapese.
Ferrante, A. (2004). Manuale pratico di terapia miofunzionale, Roma: Editore Marrapese.
Ferrante, A., Serafini, V. (1997). Terapia miofunzionale. Dalla deglutizione viziata ai problemi posturali. Procedure diagnostiche e terapeutiche. Editore: Futura Publishing Society
Garliner, D. (1996). Importanza di una corretta deglutizione. Editore: Futura.
Gilardone, M., Lucantoni M. (2013). I disturbi della deglutizione. Guida pratica per pazienti e famigliari. Torino: Editore Cortina.
Lanteri, C., Beretta, M. (2016). Deglutizione, dislalie e malocclusioni, Società Italiana di Ortodonzia (SIDO), 08 FAD.
Mureșan, Rodica, (2015). Anatomia cavității bucale. Recuperarea disfagiei, note de curs.
Petenà, C. (2012). La terapia miofunzionale per rieducare la deglutizione.
Pilo, Federica, (2001). Tesi: La deglutizione atipica: diagnosi, clinica e terapia miofunzionale. Relatore: Dott. Francesco Stomeo.
Salvatore,V., (2015). Logopedia e terapia miofunzionale; le abitudini viziate. www.posturalab.com
http://www.quadernidellasalute.it
Contrastive analysis of French and English speech sounds with educational implications in the context of visual disability. Psycholinguistic directions
Analiză contrastivă a sunetelor limbii franceze şi engleze cu implicații educaționale în contextul dizabilității vizuale.Repere psiholingvistice
Contrastive analysis of French and English speech sounds with educational implications in the context of visual disability. Psycholinguistic directions
Daniela BARTHA
Abstract
In this paper we will try to make a comparative analysis concerning the sound systems of French and English language. In the first section, a short definition of language as means of communication is given and the development of foreign languages is approached. The next two sections treat some aspects of teaching foreign languages to visually impaired children, and difficulties children may have during learning. In the fourth section the main problem of the article, namely the comparative analysis between French and English sounds is brought into light with educational implications, respectively in teaching foreign languages. The aim of the last section is that of giving some conclusions about the study.
Keywords terms: language, communication, foreign languages, visual impairment, representation, attention, memoir, thinking, sounds, vowels, consonants.
pdf
DOI:10.26744/rrttlc.2017.3.1.04
Published on line: 15/03/2017
References:
Coşeriu, E. (2000). Lecţii de lingvistică generală, Cluj-Napoca: Editura Arc.
Gherguț, A. (2007). Sinteze de psihopedagogie specială. Ghid pentru concursuri şi ecxamene de obţinere a gradelor didactice. Editura Polirom. Iași.
Graur, E., (2001). Tehnici de comunicare.Cluj-Napoca:Editura Mediamira.
Makarenko, T. (1998). Contemporary English Phonetics. Cluj-Napoca: Editura Echinox.
Marek, B. (2005). Telling the future: effective support of blind children in (not just) a foreign language. Catholic University of Lublin. Poland.
Preda, V., Cziker, R. (2004). Explorarea tactil-kinestezică in perceperea obiectelor, a imaginilor tactile si in lectura Braille. Cluj-Napoca: Presa Universitara Clujeana.
Scholl, G.T. (1986). Foundations of education for blind and visually handicapped children and youth. Theory and practice. New York: American Foundation for the Blind.
Slama-Cazacu, T. (1999). Psiholingvistica – o ştiinţă a comunicării. Bucureşti: ALL.
Vanthier, H. (2009). L’enseignement aux enfants en classe de langue. Paris: Clé International.
Preventing the learning disabilities by using multi-sensorial methods
Prevenirea apariției dificultăților de învățare, prin valorificarea metodelor multisenzoriale, a programului de procesare „VAKT” (V vizuală, A auditivă, K kinestezică, T tactilă)
Preventing the learning disabilities by using multi-sensorial methods, the processing program `VAKT” (V-visual, A-auditory, K-kinestetic, T-tactile)
Andreia ERDELY-BARTHA
Abstract
Despite the fact that the most of the main stream pupils are consistently progressing in building up their reading and writing skills, it is known that not all of them follow the same pattern. The main category of difficulties diagnosed in the main stream school involves learning difficulties (dyslexia and dysgraphia).
Those pupils experiencing initial difficulties in reading and writing could go on and experience difficulties in other areas of school curriculum , if not addressed.These could lead in turn to behavioural problems (coping and avoiding mechanisms: school truancy, refusal to engage in any academic activities, telling lies , etc).
Therefore, it is important to ensure that all the support is provided from the early stage (in the reception class and in the first year) to prevent them developing into bigger problems.
This article, describes the VAKT Processing Programme ( V-visual, A-auditiv, K-kinesthetic, T-tactile) developed in an experimental process , emphasising the importance of using multisensory stimuls in prevention of learning difficulties (dislexic and disgraphic problems) as part of the main learning process (in first classes ) which has proved to be extremely efficent in the experimental group.
Those pupils experiencing initial difficulties in reading and writing could go on and experience difficulties in other areas of school curriculum , if not addressed.These could lead in turn to behavioural problems (coping and avoiding mechanisms: school truancy, refusal to engage in any academic activities, telling lies , etc).
Therefore, it is important to ensure that all the support is provided from the early stage (in the reception class and in the first year) to prevent them developing into bigger problems.
This article, describes the VAKT Processing Programme ( V-visual, A-auditiv, K-kinesthetic, T-tactile) developed in an experimental process , emphasising the importance of using multisensory stimuls in prevention of learning difficulties (dislexic and disgraphic problems) as part of the main learning process (in first classes ) which has proved to be extremely efficent in the experimental group.
Keywords: learning disabilities, specific learning disabilities, multisensory learning, early stage, prevention
DOI:10.26744/rrttlc.2017.3.1.05
Published on line: 15/03/2017
References:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Baines, L. (2008).A Teacher’s Guide To Multisensory Learning. Improving Literacy by Engaging the Senses, Association for Supervision and Curriculum Development, Alexandria, Virginia, U.S.A;
Bodea Haţegan, C., Talaş, D. (coord.) (2016). Fluenţa verbală. Direcţii teoretice şi aplicaţii psihopedagogice/Verbal Fluency. Thoretical Directions and Practical Approaches, Ediția revăzută și adăugită, Canada/Cluj-Napoca: Gatineau Symphologic Publishing/Argonaut.
Hoisington, B.(2015). Multisensory Activities to Teach Reading Skills Minnesota Literacy Council Summer Reads, retrieved from https://mnliteracy.org/sites/default/files/multisensory_techniques_to_teach_reading_skills.pdf
IDA, (2015). Multisensory structured language teaching, retrieved from https://dyslexiaida.org/multisensory-structured-language-teaching/
Molan, V. (2014). Didactica disciplinelor “Comunicare în limba română” și “Limba și literatura română” (Ediție revizuită, actualizată și completată. Studii critice), București: Editura Miniped.
Preda, V. (1997). Probe de psihodiagnostic pentru evaluarea copiilor deficienți, Colecția Psihopedagogie. Universitatea “Babeș- Bolyai”. Facultatea de Psihologie și Științe ale Educației. Catedra de Psihopedagogie specială, Cluj-Napoca.
BAGMIVI
ERASMUS+ BAGMIVI – Bridging the Gap Between Museums and Individuals With Visual Impairments
ERASMUS+ BAGMIVI – Bridging the Gap Between Museums and Individuals With Visual Impairments
Carolina BODEA-HAŢEGAN
Abstract
Detalii despre proiectul BAGMIVI pot fi consultate accesând site-ul proiectului http://www.bagmivi.eu/
pdf
pdfDeveloping the communication competences of the children with hearing disabilities
Dezvoltarea competenţelor de comunicare la copiii cu dizabilităţi auditive din perspectiva sistemului verbotonal
Developing the communication competences of the children with hearing disabilities by using the verbotonal system
Lăcrămioara URSACHE
Abstract
The verbotonal system was created in the 50s in Zagreb, Croatia, by academician Petar Guberina. This system expresses a scientific approach to listening, speech and language. Verbotonal theory was the first one to discover and emphasize the importance of human body in transmitting speech to deaf persons.
The verbotonal applications are used by the specialists in the complex rehabilitation of hearing and speech of persons who were unable to develop good speaking abilities. The application of the verbotonal theory in the context of hearing and speech pathologies is named the verbotonal method.
To achieve an optimal correction in the optimal frequency is necessary to obtain the optimal values for an optimal language
The verbotonal applications are used by the specialists in the complex rehabilitation of hearing and speech of persons who were unable to develop good speaking abilities. The application of the verbotonal theory in the context of hearing and speech pathologies is named the verbotonal method.
To achieve an optimal correction in the optimal frequency is necessary to obtain the optimal values for an optimal language
Keywords: verbotonal system, verbotonal method, verbotonal rehabilitation, optimal frequences, optimal correction, optimal language
pdf
DOI:10.26744/rrttlc.2017.3.1.07
Published on line: 15/03/2017
References:
Anca, M. (2000). Intervenţii psihopedagogice în antrenarea funcţiilor auditiv-verbale, Cluj-Napoca: Presa Universitară Clujeană.
Bodea Haţegan, C. (2013). Tulburări de voce şi vorbire. Evaluare şi intervenţie, Cluj-Napoca: Presa Universitară Clujeană.
Dujmović, M. T. (2016). Exercices for voice and pronunciation (Exerciţii de voce şi pronunţie), Prelegere susținută oral în cadrul workshop-ului – Activitate de ortofonie, elevi cu dizabilităţi auditive şi asociate din ciclul primar, Poliklinica SUVAG, Zagreb: SUVAG Polyclinic.
Dunca, M. N., Piontchevici, Z. A. (2016). Metoda verbo-tonală între teorie şi practică- Ghid de iniţiere-realizat în urma programului de formare profesională din cadrul proiectului Erasmus+ Nr. 2015-1-RO01-KA101-014915, Cluj-Napoca, 2016, Târgu-Lăpuș: Editura Galaxia Gutenberg.
Guberina, P. (2013). The Verbotonal Method (Philosophy of the Verbotonal System), Croatia: Publisher Artresor Naklada, co-publisher Poliklinica SUVAG, p. 447-461.
Krsic, S. (2016). Body movement stimulation (Stimularea mişcărilor corpului), Prelegere susținută oral în cadrul workshop-ului – Activitate de ortofonie, elevi cu dizabilităţi auditive şi asociate din ciclul primar, Poliklinica SUVAG, Zagreb: SUVAG Polyclinic.
Mihaljevic, S. P. (2016). Correction Optimal (Corectarea optimală), Prelegere susținută oral în cadrul workshop-ului – Activitate de ortofonie, elevi cu dizabilităţi auditive şi asociate din ciclul primar, Poliklinica SUVAG, Zagreb: SUVAG Polyclinic.
Mišetić, D. (2016). Phonetic Rhythms: Musical stimulation in verbotonal method (Ritmuri fonetice: Stimularea muzicală în Metoda verbotonală), Prelegere susținută oral în cadrul workshop-ului – Activitate de ortofonie, elevi cu dizabilităţi auditive şi asociate din ciclul primar, Poliklinica SUVAG, Zagreb: SUVAG Polyclinic.
XXX, (2016). Suport de Curs: Verbotonal Education; SUVAG, Polyclinic of the Rehabilitation for Listening and Speech, Zagreb, Croaţia.
Particular aspects of the speech and language therapy assessment
Aspecte particulare ale evaluării logopedice la elevii cu tulburări de învăţare
Particular aspects of the speech and language therapy assessment in learning disabilities context
Cristina VANCEA
Abstract
Phonological processing difficulties, reading and writing, as those encountered in calculation or in reading and writing tasks, should not be considered normal and transient, often representing pedagogical externalization of instrumental disorders. Early detection of these symptoms can be achieved by proper methods and individual evaluation tests. When those symptoms are not taken into account at the appropriate time, further improvements are needed exercises to be undertaken throughout the acquirement of a correct pronunciation, writing, reading and calculation. Also, it would be more difficult the further work to correct these learning disabilities
Keywords: instrumental disorders, phonological disorders, screening, speech and language therapy, learning disabilities
pdf
DOI:10.26744/rrttlc.2017.3.1.08
Published on line: 15/03/2017
References:
Botez, M.I. (1996). Neuropsihologie clinică și neurologia comportamentului, București: Editura Medicală.
Burlea, G. (2007). Tulburări ale limbajului scris-citit, Iași: Editura Polirom.
Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Editura Presa Universitară Clujeană.
Klees-Delange, M. (1972). La dyslexie-dysorthographie a l` usage des maîtres, d. 41, Ministere de l` Education et de la Culture Francaise.
Kulcsar, T. (1978). Factorii psihologici ai reușitei școlare, București: Editura Didactică și Pedagogică.
Orton, S.T. (1937). Reading, Writing and Speech Problem in Children, New York: Norton.
Vianin, P. (2011). Ajutorul strategic pentru elevii cu dificultăți școlare. Cum să-i dai elevului cheia reușitei?, Cluj-Napoca: Editura ASCR.
Waber, D.P., Bernstein, J.H. (1994). Repetitive graphomotor output in learning disabled and nonlearning-disabled children: the repeated patterns test, Developmental Neuropsychology, 10, pp. 51-65.
Wacjman, C. (1997). Travailler avec des enfants malades mentaux, Paris: Dumod.
Language features in children with ADHD
Particularități ale limbajului la elevii cu ADHD
Language features in children with ADHD
Angela VEREŞEZAN
Abstract
This article presents aspects of cognitive functioning in children with ADHD and how the cognitive deficits influence the language skills. The symptoms of this affection have a negative influence on the process of acquiring and developing of language abilities. The hiperactivity, the lack of attention, the weak impulse control, the meager capacity to inhibit the prepotent answers, the weak organizing skills, the time and effort management problems trigger, in time, disturbances in higher language functions. These disturbances signify a weak capacity of configuration in the field of perception, of organization and orientation in space and time, difficulties of phonological processing, of working with symbols and in categorial processing of concepts, poor analysis and synthesis abilities, deficits of working memory. All these difficulties that are specific for a student with ADHD interact and lead to associated learning disabilities, including difficulties in leaning the written language. An intervention for this type of difficulties will not be efficient without comprising the main aspects that are deficient in the field of cognitive functioning.
Keywords: attention deficit hyperactivity disorder, cognitive deficits, speech language impairments, reading and writing disorders, learning disabilities.
pdf
DOI: 10.26744/rrttlc.2017.3.1.09
Published on line: 15/03/2017
References:
American Psychiatric Association. (2013). – Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Anca, M., Hațegan C. (2008). Terapia limbajului. O abordare interdisciplinară, Cluj-Napoca: Presa Universitară Clujeană.
Anderson, J.R. (2000). Cognitive Psyhologyand its Implications. New-York: Worth Publishers.
Baddley, A. D. (2000). The episodic buffer: e new component of working memory? Trends in Cognitive Sciences, 4(11), 417-423.
Barkley R.A. (1997). Behavioral Inhibition, Sustained Attention, and Executive Functions: Constructing a Unifying Theory of ADHD, Psychological Bulletin, 121(1), 65-94.
Barkley, R.A. (1990). Attention-Deficit Hyperactivity Disorder: Handbook for Diagnosis and Treatment. New York: Guilford Press.
Brown, R. T, Freeman, W. S., Perrin, J. M., Stein, M. T, Amler, R. W., Feldman, H. M. et al. (2001). Prevalence and assessment of attention deficit/ hyperactivity disorder in primary care settings. Pediatrics, 107, 3/E3, 1-11.
Brown, T.E. (2008). Describing Six Aspects of a Complex Syndrome, http://www.drthomasebrown.com/pdfs/Executive_Functions_by_Thomas_Brown.pd
DuPaul, C. J., Stoner, C. (2003). ADHD in the schools: Assessment and intervention strategies. New York: Guilford.
Durston, S. (2003). A review of the biological bases of DHD: what have we learned from imaging studies? Mental Retardation and Developmental Disabilities Research Review, 9, 184–195.
Faraone, S. V., Biederman, J., Lehman, B. K.,
Spencer, T., Norman, D., and Seidman, L. J. et al., (1993). Intellectual performance and school failure in children with attention deficit hyperactivity disorder and in their siblings. Journal of Abnormal Psychology, 102, 616–623.
Green, C, Chee K. (2009). Să înţelegem ADHD, București: Editura Aramis.
Mark L., Wolraich, M.D. (2006). Attention-
Deficit/Hyperactivity Disorder Can It be Recognized and Treated in Children Younger Than 5 Years?, Infants & Young Children, 19, 2, 86-93.
Mih, V. (2010). Psihologie educațională, Cluj-Napoca: ASCR.
Purvis, K., Tannock, R (1997). Language abilities in children with ADHD, reading disabilities and normal controls. Journal of Abnormal Child Psychology, 25(2), 133-144.
Raggi V. L , Chronis A. M. (2006). Interventions to Address the Academic Impairment of Children and Adolescents with ADHD. Clinical Child and Family Psychology Review, 9, 2, 85-111.
Roșan, A. (2013). Programe de intervenție psihopedagogică la copiii cu ADHD, suport de curs, Cluj-Napoca: Universitatea Babeș-Bolyai.
Roşan, A., Bodea Haţegan, C, Anca, M. (2012). Opiniile cadrelor didactice asupra deficitului de atenţie cu hiperactivitate- perspective psihopedagogice, Timișoara: Editura Mirton.
Vianin, P. (2011). Ajutorul strategic pentru elevii cu dificultăți școlare, Cluj-Napoca: ASCR.
Ziegler, E.F., (2005). Notre petite voix interieure livre ses secrets, Sciences et Vie, no.1053