Autor: asttlr

Reading features in stuttering context

asttlr

Particularităţile citirii la elevii cu bâlbâială

Reading features in stuttering context

Ana SABOU (BUT)
Abstract

The purpose of this article is to underline the main features of reading a case study of the children diagnosed with stuttering. Thus, in this article is presented a case study, which contains an assessment process and intervention approach focused on reading fluency in the context of stuttering. Results demonstrated that an adequate assessment and intervention can ensure functional development in reading fluency even in stuttering cases.

Key words: stuttering, reading fluency, case study, assessment, intervention, functional development.
pdf

DOI:10.26744/rrttlc.2016.2.1.07

Published on line: 15/03/2016

References:

Anca, M. (2007). Logopedie.  Cluj-Napoca: Editura Presa Universitară Clujeană.

Boşcaiu, E. (1983). Bâlbâiala. Prevenire şi tratament. București: Editura Didactică şi Pedagogică.

Boşcaiu, E. (1973). Prevenirea şi corectarea tulburărilor de vorbire în grădiniţele de copii.  București: Editura Didactică şi Pedagogică.

Hanrahan, A., McSweeny, C. (2003). 101 Reading Activities. A Multisensory Approach. USA: Editura LinguiSystems.

Moldovan, I. (2006). Corectarea tulburărilor limbajului oral. Cluj-Napoca: Editura Presa Universitară  Clujeană.

Peneş, M. (2000). Manualul de Limba şi literatura română pentru clasa a III-a. București: Editura Ana.

Van Hout, A., Estienne, F. (1996). Les bégaiements. Histoire, psychologie, évaluation, variétès, traitements. Paris: Editura Masson

Persuasive-communicational and cathartic features of voice in psychotherapy, eurithmy and vocal euphony

asttlr

Valenţe persuasiv-comunicaţionale şi catartice ale vocii în psihoterapie, euritmie şi în eufonia vocală

Persuasive-communicational and cathartic features of voice in psychotherapy, eurithmy and vocal euphony

Oana PREDA, Vasile Radu PREDA
Abstract

Persuasive – communicational and cathartic valences of the voice in psychotherapy and in vocal euphony.
This study focuses on five theoretical, methodological and practical problems from the area of
melotherapeutic mediation psychotherapies: the impact of the emotional state upon the voice; the
therapeutic persuasive-communicational valences of the voice; the emotional-cathartic valences of the voice in melotherapy; the eurythmics – a contemporary model of connection between movement, rhythm and sound; the therapeutic valences of vocal euphony. The insistence is on the efficiency of these approaches in the case of persons in difficulty due to illness or disability.

Keywords: melotherapy, cognitive musical therapies, eurythmics, vocal-musical therapy,  vocal euphony, emotional valences, cathartic valences.
pdf

DOI: 10.26744/rrttlc.2016.2.1.08

Published on line: 15/03/2016

References:

Aducovschi, D., Stoica, A. (2009). Euritmia – modalitate de exprimare artistică a preşcolarilor.

Barros, J. (1974). Recherches pratiques d’une musicothérapie active en milieu psychiatrique, Mémoire A.R.A.T.P.

Benenzon, R.O. (1974). La musicothérapie et l’autisme infantile. Annales de psychothérapie, nr.9, Supl.: 51-59.

Berthomieu, A. (1994). Musicothérapie en oncologie. Non-verbal/AMBx.

Breazu, G., Saxu, N. (1985). Carte de cântece pentru copii. Bucureşti: Editura Muzicală.

Briolais-Bonichon, F. (1994). L’Enfant polyhandicapé.Musicothérapie. Non-verbal/AMBx.

Ducourneau, G. (1997). Ėléments de musico-thérapie. Paris: Dunod.

Estienne, Fr. Morsomme, D (2005). 372 exercices pour articuler, gérer son bégaiement et  sa voix. Bruxelles: Mardaga.

Galinska, E. (1989). La musico-thérapie cognitive: portrait musical du patient. Revue de Musicothérapie. Vol. 9, nr. 1, p. 33-61.

Guirado, F. (1993). Déficience mentale et musicothérapie, Non-verbal/AMBx.

Guiraud-Caladou, J., Verdeau, P. (1976). La pratiques musicales en milieu spécialisé. Paris: Dunod.

Kappas, A. , Hess, U., Scherer, K.R., (1991). Voice and Emotion. În: R. Feldman, B. Rimé (Eds). Fundamentals of nonverbal behavior. New York: Cambridge University Press: 200-238.

Lecourt, E. (1993). Analyse de groupe et musicothérapie. Le groupe et le sonor. Paris: E.S.F.

Marie, M. (2001). Libérer sa voix. Euphonie Vocale. Paris: F.B.V.

McAdams, S., Deliège, I. (1989). La musique et les sciences cognitives. Bruxelles: Mardaga.

Morsomme, D. (2012). Le bilan vocal chez les chanteur. Colloque, Namur, 30 Novembre.

Nedelcu, T. N. (2009). Euritmia, model contemporan de interconexiune între mişcare, ritm şi sunet. Palestrica Mileniului III – Civilizaţie şi sport, vol.X, nr. 1: 40-42.

Picard, M. (2008). Découvertte de la pédagogie Orff.

Preda, V. (1993). Psihologia deficienţilor vizuali. Cluj-Napoca: Universitatea Babeş-Bolyai.

Preda, V. (2004). Terapii prin mediere artistică. Cluj-Napoca: Presa Universitară Clujeană.

Tastayre, R. (1968). Musique et rééducation.  Les cahiers de l’enfance inadapté, nr. 5, p. 18-25.

Scherer, K.R., Kappas, A. (1988). Primate vocal expression of affective state. În: D. Todt, P. Goedeking, D. Symmes (Eds.). Primate vocal communication. Berlin: Springer-Verlag: 21- 35.

Stănculescu-Laczko, S. (2014). A educa adulţi echilibraţi, liberi şi responsabili. Alternativa educaţională Waldorf. Concept, vol. 6, nr. 1: 53-59.

Verdeau-Pailles, J. (1995). Musicothérapie. În: J. Richard, L. Rubio, La thérapie psychomotrice. Paris: Mason, p. 117-125.

Valery, P. (1988). Poezii. Dialoguri. Poetică şi estetică. (traducere Ştefan Augustin Doinaş, Alina Ledeanu şi Marius Ghica). Bucureşti: Editura Univers.

Vianu, I. (1975). Introducere în psihoterapie. Cluj-Napoca: Editura Dacia.

www.hemu.ch/…biblio_picard_mem_pedagog

www.conferinte-defs.ase.ro/2009/PDF/ed%20fizica/o1.pdf

Therapeutic valences for spectrographic method

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Valenţe corectiv compensatorii ale metodei spectografice

Therapeutic valences for spectrographic method

Alina BOCA
Abstract

The speech intelligibility degree of the hearing impaired children speech varies widely, from completely incomprehensible to almost functional. Although a number of studies have documented typical speech disorders of the hearing impaired children compared with hearing children.
Most of these studies have been limited to the analysis of perceptual errors of type phonetic and phonological. In recent years of the digital technology has greatly increased the efficiency of speech acoustics study, which may provide more precise details than perceptual analysis regarding timing and frequency distribution of acoustic energy into individual segments of speech

Keywords: speech intelligibility, spectogram, voice onset time, hearing impairments
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DOI: 10.26744/rrttlc.2016.2.1.09

Published on line: 15/03/2016

References:

Constantinescu, F. (1964). Contribuţii la fundamentarea ştiintifică a audiometriei vocale. Probleme de defectologie, EDP, Bucureşti

Culbertson, D.N. & Kricos, P.B. (2002) Language and speech of the deaf and hard of hearing. In R.L. Schow & M.A. Ling (Eds.), Introduction to Audiologic Rehabilitation (4th Ed.) (pp.183-224). Boston: Allyn and Bacon.

Davenport, M., & Hannahs, S. J. (1998). Introducing phonetics & phonology. Oxford University Press Inc., New York.

Dodd, B. (1976). The phonological systems of deaf children. Journal of Speech and Hearing Disorders, 41(2), 185-197.

Dunn, C & Newton, L. (1986). A comprehensive model for speech development in hearing impaired children. Topics in Language Disorders, 6(3), 25-46.

Hudgins, C. & Numbers, F. (1942). An investigation of the intelligibility of the speech of deaf and normal subjects. Genetic Psychology Monographs, 25, 286-392.

Ling, D.L. (1976). Speech and the Hearing-Impaired Child: Theory and Practice. Washington: Alexander Graham Bell Association for the Deaf. Ling, D. (1989). Foundations of spoken language for hearing-impaired children. Washington:Alexander Graham Bell Association for the Deaf.

Liberman, P., & Blumstein, S. E. (1988). Speech physiology, speech perception, and acoustic phonetics. Cambridge: Cambridge University Press.

Lisker, Leigh and Arthur Abramson. 1964. A cross-language study of voicing in initial stops: Acoustical measurements. Word 20(3).527-565. Reprinted, with permission from John R. Costello, Editor, WORD.

Smith, B.L. (1982). Some observations concerning pre-meaningful vocalisation of hearing impaired infants. Journal of Speech and Hearing Disorders, 47, 439-441.

Uchanski, R.M. & Geers, A.E. (2003). Acoustic characteristics of the speech of young cochlear implant users: A comparison with normal-hearing age-mates. Ear and Hearing, 24(1S), 90S-105S.

Zemlin, W. R. (1998). Articulation. In W. R. Zemlin (Eds.), Speech and Hearing science (p197-230). Boston: Allyn and Bacon.

The impact of acoustic environment on communication in classroom setting

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Impactul mediului acustic asupra comunicării în sala de clasă

The impact of acoustic environment on communication in classroom setting

Diana TODIȚĂ SYLVANDER
Abstract

Past investigations demonstrated that the acoustical environment is a critical factor in communication,
regardless whether it refers to adults or children, normally developed or with different types of disabilities.
This study examines several acoustical microbarriers, such as: noise, reverberation and speaker-listener distance, and the impact of these variables on the speech perception abilities of both children with hearing loss and children with normal hearing.
From a practical standpoint, we discussed several methods for eliminating some of these communication barriers, such as improving the acoustical environment in the classroom and managing student’s behavior.
The study also presents some of the effects of the acoustical environment on the children’s academic achievement, as well as behavior when speech perception is compromised, ending with suggestions on using smart technology applications for monitoring the noise level hence the student’s behavior in the classroom.

Keywords: Semantic network, hearing impairment, vocabulary
pdf

DOI: 10.26744/rrttlc.2016.2.1.10

Published on line: 15/03/2016

References:

American National Standard Institute (2000). Classroom Acoustics- A Resource for Creating Learning Environments with Desirable Listening Conditions,http://asa.aip.org/classroom/booklet.html-

American Speech and Hearing Language Association (2016). Classroom-Acoustics,http://www.asha.org/public/hearing/Classroom-Acoustics/2015.

Arsenault, P.J. (2013). Whole System Acoustical Treatments Improving Indoor Environmental Quality, Green Schools, 3.

Chiriacescu, A. (2003). Comunicare interumană. Comunicarea în afaceri. Negociere, București: Editura ASE.

Crandell, C.C., Smaldino, J.J. (2000). Classroom Acoustics for Children with Normal Hearing and with Hearing Impairment, ASHA, Language, Speech and Hearing Services in Schools, Vol. 31, 362-370;

Crandell, C.C., Smaldino, J.J. (2000, a). Assistive Technologies for The Hearing Impaired in Sandlin, R. (2000). Textbook of Hearing Aid Amplification: Technical and Clinical Considerations (2nd ed.), San Diego, CA: Singular Press.

Jones, F. (2000).Tools for Teaching, Hong-Kong: Frederic H. Jones & Associates, Inc., 29-38.

Lieu, J.E. (2004). Speech-Language and Educational Consequences of Unilateral Hearing Loss in Children, Archives Otolaryngology Head Neck Surgery, 13, 524-530;

National Education Association (2016). Virtual Classroom Management, http://www.nea.org/tools/virtual-classroom-management.html.

Nelson, P. et al. (2004). Classroom Noise and Children Learning Through a Second Language, ASHA, Language, Speech and Hearing Services in Schools, Vol. 26, 219-229.

Neveanu, P.P., Zlate, M., Creţu, T. (1990). Psihologie, București: Editura Didactică și Pedagogică, p. 64.

Popescu, E. B., Smigelschi, M., Pana, R. (2003). Ministerul transporturilor, constructiilor și turismului, Direcția generală tehnică în construcții- “Normativ privind protecția la zgomot”, 19-24.

Sabo, L. (2015). Bariere in comunicare, http://documents.tips/documents/bariere-de-comunicare.html.

Shield, B.M., Dockrell, J.E. (2003). The Effects of Noise on Children at School: A Review, J. Building Acoustics 10(2), 97-106.

Wong, H. K., Wong, R. T. (1998). The First Days of School, Mountain View: Harry K. Wong Publications, Inc., 83-89.

World Health Organization (1999). Guidelines for Community Noise, (http://www.who.int/peh/).

http://www.ursa.ro/ro-ro/arhitecti/Documents/Standarde%20si%20Normative/06%20normativ_privind_protectia_la_zgomot.pdf

Speech intelligibility in the context of hearing impairments

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Aspecte ale inteligibilităţii vorbirii la copiii cu dizabilități auditive

Speech intelligibility in the context of hearing impairments

Liana Angela (ROȘCA) MUŞUŢAN
Abstract

Speech intelligibility of people with hearing disability, who are using a conventional or digital hearing aid or a cochlear implant, is an essential factor that interferes in the communication process with people with normal hearing. Without being understood oral language cannot be an efficient and safe way in the communication process, and in this case, the language cannot exercise its primary function of communication.
The current study aims to highlight the degree of development of speech intelligibility for students with hearing disability who are using digital hearing aids and those with cochlear implants. Recordings were made with students reading lists of words and sentences, witch played to three inexperienced listeners that had to write down (transcription) the words correctly perceived from the students reading. To establish the speech intelligibility, has been applied The Speech Intelligibility Rating Scale (SIR).
The main reason for the selection of this topic is to show that speech intelligibility of children with digital hearing aids and cochlear implant is influenced by many factors that have an impact on oral language development. Among them there are: the type of hearing aid used, the degree of hearing loss, the communication mode used, the beginning of intervention for recovery. Speech intelligibility of students with hearing disability can be improved by applying appropriate strategies and individualized recovery.

Keywords: hearing impairment, speech intelligibility, cochlear implant, hearing aids, speech and language, auditory-verbal therapy
pdf

DOI: 10.26744/rrttlc.2016.2.1.11

Published on line: 15/03/2016

References:

 

Anca, M.(2000). Intervenţii psihopedagogice în antrenarea funcţilor auditiv verbale, Cluj-Napoca: Presa Universitară Clujeană.

Anca, M.  (2001). Psihologia deficienţilor de auz,  Cluj-Napoca: Presa Universitară Clujeană, Cluj-Napoca.

Anca, M. (2010). Criterii și metode utilizate în evaluarea copiilor cu implant cohlear  în Dinamica educaţiei speciale, Cluj-Napoca: Presa Universitară Clujeană.

Bernstein, L.E.,Goldstein, M.H., Mahshie, J. J. (1988). Speech training aids for hearing-impaired individuals, Journal of Rehabilitation Research and Development, Vol . 25,  No .4.

Bodea Hațegan, C. (2015). Dizabilitățile auditive, în Roșan, A. (2015). Psihopedagogia specială. Modele de evaluare și intervenție, Iași: Polirom, p. 124-151.

Bodea Haţegan, C. (2013). Tulburări de voce și vorbire. Evaluare și intervenţie. Presa Universitară Clujeană, Cluj-Napoca.

Haţegan, C. (2010). Repere psihopedagogice ale terapiei auditiv-verbale în condiţiile implantării cohleare, în Dinamica educaţiei  speciale,  Cluj-Napoca: Presa Universitară Clujeană.

Hodge, M., Whitehill, T. (2010). Intelligibility Impairments,  The Handbook of Language and Speech Disorders,  United Kingdom: Wiley – Blackwell Publishing, disponibil pe: http://books.google.ro/books

Markides, A. (1983),  The Speech of hearing-impaired children, Manchester: Manchester University Press disponibil pe: http://books.google.ro/books

Osberger, M. J. (1992), Speech Intelligibility in the hearing-impaired: research and clinical implication, în Raymond D. K (1992). Intelligibility in Speech Disorder, Amsterdam: John Benjamin Publishing.

Intervention programs for children with dyscalculia risk

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Programe de intervenție pentru elevii cu risc de discalculie

Intervention programs for children with dyscalculia risk

Fotinica GLIGA
Abstract

This article presents some computer assisted / unassisted models of intervention and av prototype computer program designed for training of children with severe dyscalculia. The
case study reveals the need for complex long-term intervention for these pupils.

Keywords: severe dyscalculia, adapted intervention, Approximate Number System
pdf

DOI: 10.26744/rrttlc.2016.2.1.12

Published on line: 15/03/2016

References:

Bird, R. (2009). Overcoming Difficulties with  Number: Supporting Dyscalculia and Students who Struggle with Maths. London: SAGE Publications Ltd, p.3-4

Chinn, S.,  Ashcroft, R. (2007). Methematics for Dyslexics: Including Dyscalculia. Third Edition, England: John Wiley & Sons Ltd.

Deloche, G., von Aster, M., Dellatolas, G., Gaillard, F., Tieche, C., Azema, D. (1995). Treatment des nombres et calcul an CE1 et CE2 [Number processing and calculation in Grade 1 and 2]. Approche Neuropsychologique des Apprentissages chez l”Enfant (A.N.A.E.), Hors Serie, 42‐51.

Gliga, F., Gliga, T. (2012). Romanian screening instrument for dyscalculia. Procedia-Social and Behavioral Sciences, 33, 15-19

Gliga, F., Ivanescu, A.,Gliga, T. (2014). Impairments of Approximate Number System in Children with Severe Mathematical Learning Disabilities, WCES Malta, 2014 (https://www.researchgate.net/publication/)

Gliga, F., Ivanescu, A. (2014). Computer training of approximate number system could improve math abilities. In The International Scientific Conference eLearning and Software for Education (Vol. 3, p. 218). ” Carol I” National Defence University.

Halberda, J., Feigenson, L. (2008). Developmental change in the acuity of the” Number Sense”: The Approximate Number System in 3, 4, 5, and 6 year olds and adults. Developmental psychology, 44(5), 1457.

Halberda, J., Mazzocco, M.M., Feigenson, L. (2008) Individual differences in non-verbal number acuity correlate with math’s achievement. Nature, 455, 665–668.

Hyde, D.C., Khanum, S., Spelke, E.S. (2014). Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children. Cognition, 131, 92-1

Izard, V., Sann, C., Spelke, E. S., Streri, A. (2009). Newborn infants perceive abstract numbers. Proceedings of the National Academy of Science USA, 106(25), 10382–10385.

Jordan, N. C., Kaplan, D., Nabors Oláh, L., Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child development, 77(1), 153‐175.

Kaufmann, L., Handl, P., Thöny, B. (2003). Evaluation of a Numeracy Intervention Program Focusing on Basic Numerical Knowledge and Conceptual Knowledge A Pilot Study. Journal of Learning Disabilities, 36(6), 564-573.

Park, J., Brannon, E. M. (2013). Training the approximate number system improves math proficiency. Psychological science.

Piazza, M. (2010). Neurocognitive start-­‐up tools for symbolic number representations. Trends in cognitive sciences, 14(12), 542-­‐551.

Raghubar, K.P., Barnes, M.A.,  Hecht, S.A. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual Differences, 20(2):110-122,·april 2010

Individual Differences, 20, 110-122 Räsänen, P., Salminen, J., Wilson, A. J., Aunio, P., Dehaene, S. (2009). Computer-assisted intervention for children with low numeracy skills. Cognitive Development, 24(4), 450-472.

Vianin, P. (2011). Ajutorul strategic pentru elevii cu dificultăţi de învăţare, Cluj-Napoca: Ed. ASCR

Von Aster, M. (2001). Die neuropsychologische Testbatterie für Zahlenverarbeitung und Rechnen bei Kindern (ZAREKI). [The neuropsychological test battery for number processing and calculation in children (NUCALC)]. Frankfurt, Germany: Swets & Zeitliger.

Vrăşmaş, E., Oprea, V. (2003). Set de instrumente, probe şi teste pentru evaluarea educaţională a copiilor cu dizabilităţi, Bucuresti: Ed.MarkLink

Wilson, A. J., Revkin, S. K., Cohen, D., Cohen, L., Dehaene, S. (2006). An open trial assessment of” The Number Race”, an adaptive computer game for remediation of dyscalculia. Behavioral and brain functions, 2(1), 1.

Wechsler, D. (2004). The Wechsler Intelligence Scale for Children- Fourth Edition, Longman: Pearson Assessment, adaptare în limba română, Dobrean, A(coord.) (2012), Scala de inteligență Wechsler pentru copii, ediția a IV-a, Cluj- Napoca: Romanian Psychological Testing Services.

Complex therapeutic approach

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Demers complex de evaluare în contextul implantării cohleare. Studiu de caz

Complex therapeutic approach in bilateral cochlear implantation. Case study report

Carolina BODEA HAŢEGAN

Abstract

Bilateral implantation is considered to be an important to be used method for verbal- hearing rehabilitation. The relevance of the bilateral implantation is proven mostly related to language development, but also to the ability to identify the noise source. This article underlines a complex assessment procedure through a case study report, reflecting the fact that language development and hearing perceptive abilities reach a high level of functionality when the child relies on a biaural hearing due to bilateral cochlear implantation. This complex assessment procedure can be considered a valuable starting point in projecting auditory-verbal therapeutic program.

Keywords: hearing impairments, cochlear implantation, language assessment, bilateral implantation

pdf

DOI: 10.26744/rrttlc.2015.1.1.02

Published on line: 15/10/2015

References:

Anca, M. (2003). Metode şi tehnici de evaluare a copiilor cu CES, Cluj-Napoca: Presa Universitară Clujeană.

Anca, M. (2007). Psihologia deficienţilor de auz, Cluj-Napoca: Presa Universitară Clujeană.

Bodea Haţegan, C. (2014, a). Abordări psihopedagogice în contextul implantării cohleare bilaterale, în Abordări terapeutice ale limbajului. Perspective actuale, Cluj-Napoca: Presa Universitară Clujeană, p. 9-19.

Bodea Haţegan, C. (2014, b). Probă de evaluare a abilităţilor morfologice în limba română. Aplicaţii psiholingvistice, E-book, Cluj-Napoca: Editura Argonaut.

Bodea Haţegan, C., Talaş, D. (coord.) (2014). Fluenţa verbală. Direcţii teoretice şi aplicaţii psihopedagogice, Cluj-Napoca: Presa Universitară Clujeană.

Haţegan, C. (2007). Dezvoltarea abilităţilor de cercetare ale studenţilor pentru dezvoltarea competenţei de comunicare: selecţie de material lingvistic, în volumul şcolii de vară “Dezvoltarea competenţelor didactice şi de cercetare în ştiinţele naturii”, coord. Anca, M., Ciascai, L., Ciomoş, F., Casa Cărţii de ştiinţă: Cluj-Napoca, p. 87-95.

Haţegan, C. (2009). Modalităţi de evaluare şi dezvoltare a competenţei morfologice, Teză de doctorat, nepublicată, Cluj-Napoca: Universitatea Babeș-Bolyai.

Haţegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj şi comunicare, Cluj-Napoca: Presa Universitară Clujeană.

Pufan, V. (1982). Probleme de surdo-psihologie, Bucureşti: Editura Didactică şi Pedagogică.

Speech therapy approaches

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Direcţii logopedice de evaluare şi intervenţie în contextul sindromului Laurence-Moon-Bardet-Biedel

Speech therapy approaches for assessment and intervention in Laurence-Moon-Bardet-Biedel syndrome

Cecilia MACRI
Abstract
This article presents a case study of Laurence-Moon-Bardet-Biedel syndrome. The main objectives of this research are to underline the developmental features and to propose an assessment and intervention approach focused on speech and language therapy in the situation of this rare syndrome. Results demonstrated that an adequate assessment, focused on basic concepts and a specific individualized intervention approach can ensure functional development even if the pathology is complex.
Keywords: multiple disabilities, Laurence-Moon-Bardet-Biedel syndrome, individualized therapeutic approach, speech and language therapy
pdf

DOI: 10.26744/rrttlc.2015.1.1.03

Published on line: 15/10/2015

References:

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Bodea-Hațegan, C., Talaș, D., Pași prin lumea sunetelor. (2015) https://play.google.com/store/apps/details?id=ppls.pps.com.ppls

Bodea Haţegan, C. (2013). Tulburări de voce şi vorbire. Evaluare şi intervenţie, Cluj-Napoca: Presa Universitară Clujeană.

Bodea Haţegan, C. (2015). Tulburările de limbaj şi comunicare, în Roşan, A. (2015). Psihopedagogia specială, Evaluare şi intervenţie, Iaşi: Polirom.

Dindelegan, C.M. (2006). Elemente de psihopatologie şi psihologie clinică, Ediţia a II-a, Oradea: Editura Universitatii din Oradea.

Gafencu, M., Doros, G., Puiu, M., Micle, I., Popoiu, A., Serban, M. (2005). Laurence-Moon-Bardet-Biedl syndrome- case presentation, European Journal of Human Genetics, Nature Publishing Group, vol. 13. supp. 1, pp 137.

Mitrofan, I. (2003). Cursa cu obstacole a dezvoltării umane, Iaşi: Editura Polirom.

Vrăşmaş, E., Stănică, C. (1997). Terapia tulburărilor de limbaj. Intervenţii logopedice, Bucureşti: Editura Didactică şi Pedagogică, Bucureşti.

Writing and reading disorders in children

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Tulburările de citire şi scriere la copiii nevăzători

Writing and reading disorders in children with children with visual impairments

Daniela BARTHA
Abstract

The development of literacy for the visually impaired children constitutes the cornerstone of education. Many researchers noted that there are visually impaired children who might have some difficulties in learning to read and write in Braille. That is why, in this article we will try to describe these difficulties.
First of all, we will try to define and understand the language difficulties, namely dyslexia and dysgraphia. Secondly, we will try to make a short presentation of the Braille system. We will then go on with the analysis of some types of errors which are frequently observed in case of visually impaired children, but we will also discuss some possible stages of correcting them.
Moreover, this article also contains a practical section, in which we will present a case study of a visually impaired girl who studies in the High school for the Visually Impaired Children from Cluj-Napoca. In this case study, we will explain the therapy applied to help her overcome these difficulties.

Keywords: dyslexia, dysgraphia, reading difficulties, writing difficulties, visually impairments.
pdf

DOI: 10.26744/rrttlc.2015.1.1.04

Published on line: 15/10/2015

References:

Arter, C. (1998). Braille Dyslexia – Does it Exist? British Journal of Visual Impairment, 16/2, 61-66.

Argyropoulos, V. S., Martos, A.C. (2006). Braille Literacy Skills: an analysis of the Concept of Spelling. Journal of Visual Impairment and Blindness, 100, 676-686.

Bălaş-Baconschi, C. (2008). Psihopedagogia copiilor cu dificultăţi de învăţare. Suport de curs; Universitatea Babeş-Bolyai, Cluj-Napoca.

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