Etichetă: communication skills

Schimbarea atitudinii cadrelor didactice față de elevii cu cerințe educative speciale din școlile incluzive

asttlr

Schimbarea atitudinii cadrelor didactice față de elevii cu cerințe educative speciale din școlile incluzive

Changing teachers’ attitudes towards children with special needs attending inclusive schools

Nicoleta Raluca LUPU
Abstract

The purpose of this study was to change TEACHERS’ ATTITUDE REGARDING THE INCLUSION OF THE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. The attitude of the teachers who will participate in the training through game designed to change the attitude towards the students with special educational needs will change positively, compared to the attitude of the teachers who will not participate in the training.
The attitude of the teachers who participated in the change of attitude training through game changed positively, compared to the attitude of the teachers who did not participate. The non-parametric test Mann-Whitney for independent samples shows that there are statistically significant differences between the experimental group and the control group in all three dimensions of attitude (p <.01) In addition, the T Wilcoxon test shows the differences between the pre-test stage and the post-test phase within each group. It is noted that for the control group, there are no statistically significant differences between the two stages, whereas in the case of the experimental group there are statistically significant differences from one stage to another (.00, p <.01). The degree of acceptance of the students with special educational needs will increase significantly in the teachers who will participate in the computer game training, compared to the teachers who will participate in the classic game training. The results of the „Mann-Whitney U Test” show that there are no significant differences between the experimental groups (p> .05), which indicates that both programs can effectively contribute to changing the teachers’ attitudes towards integrating disabled students 

Keywords: language delay, communication skills, early assessment of language skills, multidimensional intervention program

pdf

DOI: 10.26744/rrttlc.2021.7.2.10

Published on line: 31/10/2021

References

Atkinson R. L. (2002). Introducere în psihologie. Bucureşti: Editura Tehnică.

Bandura, A. ( 1965). Influence of models reinforcement contingencies on the acquisition of imitative responses, Journal of Personality and Social Psychology, 1, pp. 589-595.

Bolboceanu A. (2007). Psihologia comunicării. Chişinău: Univers Pedagogic.

Boncu, Ș. Schimbarea de atitudine în Psihologie socială. Cursul 19, accesat online la www.psih.uaic.ro/~sboncu/romana/Curs_psihologie_sociala/Curs19.pdf

Boza M. (2010). Atitudinile sociale şi schimbarea lor. Iaşi: Polirom.

Chaiken, S. (1987). The heuristic model of persuasion, în M.P., Zanna, J.M., Olson, C.P., Herman, Social Influence: The Ontario Symposium, vol. 5, Hillsdale, NJ: Erlbaum, pp. 3-34. 

Chaiken, S., Eagly, A.H. (1983). Communication modality as a determinat of persuasion: The role of communicator salience, Journal of Personality and Social Psychology, vol. 45 (2), pp. 241-256. 

Chambers, J.A., Sprecher, J.W. (1983). Computer assisted instruction: Its use in the classroom. Englewood Cliffs, New Jersey: Prentice Hall.

Chelcea S. (2008). Psihosociologie: teorii, cercetări, aplicaţii. Iaşi: Polirom.

Chelcea, S., Iluț, P. (2003). Enciclopedie de psihosociologie. București: Editura Economică.

Corneille, O. (1992). Le modele de probabilite d elaboration: une necessaire mise au point, în Cahiers Internationales de Psychologie Sociale, 16, pp. 42-62.

Drugaș, M. (2014). Jocul în lumea adulților. În Bonchiș, E. (coord.) Psihologia jocului. București: Editura SPER, pp. 86-113.

Dumitru, A. (coord.). (2011). Dezvoltarea profesională a cadrelor didactice din mediul rural prin activități de mentorat. Consiliere educațională. Modulul V, accesat online lahttp://mentoratrural.pmu.ro/sites/default/files/ResurseEducationale/63055_modul_5_consiliere_final.pdf

Ebrahim, Z., Tangelder, M. (2012). In defense of play, accesat online la https://www.huffpost.com/entry/benefits-of-play_b_1973705

Gavreliuc A. (2006). De la relaţiile interpersonale la comunicarea socială: psihologia socială şi stadiile progresive ale articulării sinelui. Iaşi: Polirom.

Gheorghe (Lupu), N. (2019). Implicaţii educaţionale ale jocului la şcolarii cu cerinţe educative speciale din şcolile incluzive. Teză de Doctorat nepublicată. Universitatea Bucuresti.

Kemp, G., Smith, M., Dekoven, B., Segal, J. (2013). Play creativity and lifelong learning. Why play matters for both kids and adults. Accesat online la http://helpguide.org/life/creative_play_fun_games.htm

Lupu, N. (2020). Elaborarea unei scale de măsurare a atitudinii cadrelor didactice faţă de elevii cu CES integraţi în învăţământul de masă. Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare, vol. VI, nr. 1, 78-86, http://www.rrttlc.ro/2020/03/15/09-6/

Lupu, N. (2020a). Integrare sau incluziune? Sugestii pentru integrarea principalelor categorii de elevi cu nevoi speciale În Toderici, O. F. (coord.). Asigurarea egalităţii de şanse prin management educaţional şi servicii de asistenţă psihopedagogică în contextul distanţării sociale (pp. 277-287). Conferința Internaţională, Ed. a III-a. Bucureşti: Editura Pro Universitaria.

McKenzie, J., Elton, L., Lewis, R. (1978). Interactive computer graphics. New York: Hastlestead Press.

Moscovici S. (1998). Psihologia socială a relaţiilor cu celălalt. Iaşi: Polirom.

Mucchielli A. (2002). Arta de a influenţa: analiza tehnicilor de manipulare. Iaşi: Polirom.

Staats, A.W., Staats, C.K. (1958). Attitudes established by classical conditioning, Journal of Abnormal and Social Psychology, 57, pp. 37-40.

Tapia, C. (1991). Les attitudes. Paris: Les Editions d’Organisation.

Vasian, T. (2013). Particularități psihosociale ale atitudinilor parentale față de copilul cu dizabilități. Teza de doctor în psihologie. Chișinău: Institutul de Științe ale Educației.

Vogel, J.J., Vogel, D.S, Cannon-Bowers, J., Bowers, C.A., Muse, K., Wright, M. (2006). Computer gaming and interactive simulation for learning: A meta-analysis. Journal of Educational Computing Research, 34 (3), 229-243.

Vrabie, D. (1975). Atitudinea elevului față de aprecierea școlară. București: Editura Didactică și Pedagogică. Wisher, R.A. (1978). Improving language skilss by computers. ERIC Reproduction Service No. ED. 165-710.

Studiu privind activitățile de prevenire a tulburărilor de limbaj în grădinițe

asttlr

Studiu privind activitățile de prevenire a tulburărilor de limbaj în grădinițe

Investigative study regarding the prevention activities related with speech and language disorders in kindergartens

Simona Bianca ROȘCA
Abstract

The present research starts from the idea of preventing language disorders from an early age, given the results of previous research on the effectiveness of early interventions.
Following a preliminary documentation that consisted in the study of Romanian legislation, specialized literature, speech therapy aids, speech therapy software, sites with medical profile and special pedagogy, it was found an insufficient approach to prevention and we wanted to investigate what activities speech therapy teachers consider to be included in the concept of prevention. We also sought to find out to what extent speech therapists take into account the prevention part and what activities they carry out for this purpose. The results were limited and we see them from at least two perspectives: the small group of participants that led to limited data and the absence or quasi-absence of prevention in speech therapy, this being too little described in the literature and outlined as a methodology in school documents. The most common options chosen by language therapists for prevention were to carry out speech therapy activities in prevention groups under the age of 5 and to carry out information activities for educators and parents and only then screening activities

Keywords: communication skills, intellectual disabilities, verbal communication, special education, speech therapy, reading imagine
pdf
DOI: 10.26744/rrttlc.2021.7.1.05

Published on line: 31/03/2021

References:
Akhtar N, Carpenter M, Tomasello M. (1996). The role of discourse novelty in early word learning. Child Development;67(2):635-645.
Beitchman JH, Wilson B, Johnson CJ, Atkinson L, Young A, Adlaf E, Escobar M, Douglas L (2001). Fourteen year follow-up of speech/languageimpaired and control children: psychiatric outcome. Journal of the American Academy of Child and Adolescent Psychiatry; 40(1): p.75- 82.
Bodea Hațegan C., (2016). Logopedia, Terapia tulburărilor de limbaj structuri deschise, Ed. TREI, București ; p.542-617
Carr L, Johnston J.(2001). Morphological cues to verb meaning. Applied Psycholinguistics;22(4): p.601-618.
Clark EV. (1993). The lexicon in acquisition. New York, NY: Cambridge University Press
Fazio BB, Johnston JR, Brandl L. (1993). Relation between mental age and vocabulary development among children with mild mental retardation. American Journal of Mental Retardation; 97(5): p.541-546.
Hart B, Risley TR. (1995). Meaningful differencesin the everyday experience of young American children. Baltimore, Md: P.H. Brookes
Johnston JR, Slobin DI. (1979). The development of locative expressions in English, Italian, Serbo-Croatian and Turkish. 6(3): p.529-545. Journal of Child Language https://www.semanticscholar.org/paper/The-development-of-locative-expressions-in-English%2C-Johnston-Slobin/721df2634ad40251ba07d8005fed5b25ac4631cf
Law J, Rush R, Schoon I, Parsons S. (2009). Modeling developmental language difficulties from school entry into adulthood: Literacy mental health and employment outcomes. J Speech Lang Hear Res. ;52: p.1401–16. Consultat în 26 05 2020 https://pubmed.ncbi.nlm.nih.gov/19951922/
Leonard L. (1992). The use of morphology by children with specific language impairment: Evidence from three languages. In: Chapman RS, ed. Processes in language acquisition and disorders. St. Louis, Mo: Mosby Year book; p.186-201.
McGregor K, Friedman RM, Reilly RM, Newman RM. (2002). Semantic representation and naming in young children. Journal of Speech, Language, and Hearing Research ;45(2):p .332-346.
Morgans A, Ttofari Eecen K, Pezic A, Brommeyer K, Mei C, Eadie P, et al, (2017). Who to refer for speech therapy at 4 years of age versus who to watch and wait. J Pediatr. ;
Namazi M, Johnston J. (1997). Language performance and development in SLI. Paper presented at: Symposium for Research in Child Language Disorders; Madison, Wis.
Nelson KE, Camarata SM, Welsh J, Butkovsky L, Camarata M. (1996). Effects of imitative and conversational recasting treatment on the acquisition of grammar in children with specific language impairment and younger language-normal children, Journal of Speech and Hearing Research;39(4): p.850-859
Regina M., Cusson RNC, (2003). Factors Influencing Language Development in Preterm Infants, Journal of Obstetric, Gynecologic & Neonatal Nursing ,Vol.32, Nr. 3, 05, p.402-409 consultat în 18 03 2020
Trehub SE, Henderson JL.(1996). Temporal resolution and subsequent language development; Journal of Speech and Hearing Research 39(6):p.1315-1320.
Young AR, Beitchman JH, Johnson C, Douglas L, Atkinson L, Escobar M, Wilson B. (2002). Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children.; Journal of Child Psychology and Psychiatry and Allied Disciplines 43(5): p.635-645.

Evaluare și intervenție logopedică în contextul întârzierii în dezvoltarea limbajului-

asttlr

Evaluare și intervenție logopedică în contextul întârzierii în dezvoltarea limbajului

Assessment and therapy in speech and language delay

Florentina Mihaela MOȘNEAG
Abstract

According to the literature, we are talking about a language delay when the child fails to reach the level of language evolution, compared to his chronological age. In fact, we know that language development is closely linked to cognitive development. Therefore, the structure of language is influenced by the degree of cognitive development. Knowing that the language delay may exists as a secondary pathology in most intellectual disabilities and can be recognized by the poverty of vocabulary, the inability to express themselves correctly in sentences or phrases, being reached phonetic, lexical and grammatical aspects, I wanted to surprise in this study the features of language development in young children oriented towards our school by proposing a complex, multidimensional approach to early assessment of language skills and capturing the effect of a multidimensional intervention program that will ultimately lead to the configuration of functional communication skills. Children included in this study are enrolled in the kindergarten group or in the preparatory class, aged between 4 and 8 years. These children are also diagnosed with mild or moderate intellectual disability.
The program took place in two stages. In the first stage, a multidimensional evaluation was performed, on all sides of the language by applying tests, scales or evaluation tests. The results obtained by the children were interpreted and presented at the level of some case studies. In the second stage, we proposed an intervention program that aims to enrich and activate vocabulary, by applying the „50 word-list technique- T⁵⁰”, training phonetic and phonological skills, those related to structural semantics and lexical semantics and shaping morphological skills, which will lead to the configuration of a functional communication skill related to chronological and mental age.

Keywords: language delay, communication skills, early assessment of language skills, multidimensional intervention program.

Published on line: 31/03/2021

References:
Avramescu, M. D., (2007). Defectologie şi logopedie, Ediţia a 3-a, Bucureşti: Editura Fundaţiei România de Mâine;
Bodea-Hațegan, C., (2016). Logopedia-Terapia tulburărilor de limbaj. Structuri deschise, București: editura Trei;
Bodea Hațegan, C., (2014). Probă de evaluare a abilităţilor morfologice în limba română. Aplicaţii psiholingvistice, vol.III, Cluj- Napoca, edit.Argonaut, e-book;
Burlea, G., (2007). Tulburările limbajului scris-citit, București: Editura Polirom;
Law, J., Garrett, Z., Nye, C. (2005). Speech and Language Therapy Interventions for Children with Primary Speech and Language Delay or Disorder, The Campbell Collaboration; https://onlinelibrary.wiley.com/doi/pdf/10.4073/csr.2005.5;
Lyster, Solveig-Alma & Lervåg, Arne & Hulme, Charles. (2016). Preschool morphological training produces long-term improvements in reading comprehension. Reading and Writing; https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4875956/;
Preda, V., (2007). Elemente de psihopedagogie speciala, Cluj-Napoca, editura Eikon;
Slama-Cazacu, T., (1999). Psiholingvistica, o ştiinţă a comunicării, Bucureşti, Editura All

Dezvoltarea abilităţilor de comunicare printr-un program de intervenţie bazat pe LSR (Limba Semnelor Române) şi simboluri grafice

asttlr

Dezvoltarea abilităţilor de comunicare printr-un program de intervenţie bazat pe LSR (Limba Semnelor Române) şi simboluri grafice

Developing the communication skills through an intervention program based on LSR (Romanian Sign Language) and graphic symbols

Ioana TUFAR
Abstract

The aim of this study is to create and to assess the efficiency of an intervention program based on Sign language and graphic symbols. The research had a comparative design pre-post-follow-up intervention. The participants to the program were deafblind/MSI students and the data proved there were significant differences between the pre-intervention, post-intervention and follow-up stage at the sign language level and at the graphic symbols acquired by the students.

Keywords:communication skills, Sign Language, graphic symbols, deafblind/multisensorial impairement, intervention program

pdf

DOI: 10.26744/rrttlc.2020.6.1.04

Published on line: 15/03/2020

References:
Ashton, G., Cagle, K., Kurz, K., Newell, W., Peterson, R., & Zinza, J. (2011).Standards for Learning American Sign Language (ASL) in the 21st Century. In Standards for Foreign Language Learning in the 21st Century. Yonkers, NY, disponibil online la http://www.interpretereducation.org/wp-content/uploads/2011/06/ASL-Standards-March-2011-draft-pub.pdf (consultat în 25.02.2020)
Anca, A. (2006). Psihologia deficienţilor de auz. Cluj Napoca: Presa Universitară Clujeană.
Birkett, E. (1984). A comparative Study of the Effects of makaton Vocabulary and a Language Stimulation Programme on the Communication Abilities of Mentally Handicapped Adults. Glasgow: Department of English Language, University of Glasgow.
Bodea Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Presa Universitară Clujeană.
Boulet, L. (1999). Effectiveness of Pictures Communication Symbols in the Acquisition of Specific American Sign Language Vocabulary by Deaf Students with Intellectual Disabilities. The University of British Columbia.
Brown, D (1997) Trends in the population of children with multi-sensory impairment. Talking Sense, 43, 2.
Conaghan, B.P.; Singh, N.N.; Moe, T.J. & Ellis, C.R. (1992). Acquisition and Generalization of Manual Signs by Hearing Impaired Adults with Mental Retardation. Journal of Behavioral Education, 2, 175-203.
Fărcaş, I. (2012) Aspecte psiholingvistice ale comunicării prin limbajul semnelor gestuale în cazul persoanelor cu surdocecitate, Teza de doctorat, UBB Cluj.
Griffith, P.; Panagos J. & Robinson, J.H. (1990). Tactile Iconicity: Signs Rated for Use with Deafblind Children. În: H. Bornstein (Ed.): Manual Communication: Implications for Education.Washinton: Gallaudet University Press.
Griffith, P.L. & Robinson, J. H. (1980). A comparative and normative study of iconicity of signs rated by three groups. American Annals of the Deaf, 126, 440-449.
Hathazi, A. (2014). Dezvoltarea abilităţilor de comunicare la copiii cu surdocecitate. Colecţia: Educarea persoanelor cu dizabilităţi multiple. Editura: Presa Universitară Clujeană.
Jameel, H. T. & Bibi, S. (2016). Benefits of sign language for the deaf students in classroom learning. International Journal of Advanced and Applied Sciences. 3. 24-26.
Malloy, T.V.(2003) Sign Language Use for Deaf, Hard of Hearing, and Hearing Babies: The Evidence Supports It, American Society for Deaf Children, disponibil online la https://www.gallaudet.edu/Images/Clerc/pdf/Full%20Document%20of%20ASDC%20Sign%20Language%20for%20All-English.pdf (consultat în 25.02.2020)
Mann, W; Haug, T.; Kollien, S.; Quinto-Pozos, D. (2015). Teaching Signed Languages. DOI:10.1002/9781405198431.wbeal1436(consultat în 25.02.2020).
Rowland, C., & Stremel-Campbell, K. (1987). Share and share alike: conventional gestures to emergent language for learners with sensory impairments. În: L. Goetz, D. Guess, & K. Stremel-Campbell (Eds.), Innovative program design for individuals with dual sensory impairments. Baltimore: Paul H. Brookes.
Stillman, R.D. & Battle, C.W. (1986). Developmental assessment of communicative abilities in the deaf-blind. În: Sensory Impairment in Mentally Handicapped People. Ellis, D. (Ed.). London: Croom Helm.
Stillman, R.D. (1978). The Callier-Azusa Scale – G. Dallas: The Callier Center for Communication Disorders, University of Texas.
Tufar, I. (2015) Sisteme de comunicare alternative şi augmentative, în Adrian Roşan (coord.): Psihopedagogie specială: Modele de evaluare și intervenție, Iași: Polirom.