Tulburările de vorbire și tulburările de limbaj. Implicații ale craniostenozei

Tulburările de vorbire și tulburările de limbaj. Implicații ale craniostenozei

Speech disorders and language disorders. Aspects in craniostenosis.

Carolina BODEA HAȚEGAN
Abstract

This article provides a theoretical approach for the category of speech and language disorders, underlining the common aspects, but also the differentiating ones. The two categories are also approched, in a more detailed, specific and practical manner, by taking into consideration the craniostenosis diagnose. Thus, the main question of the second part from this article is: Does craniostenosis leads to a speech or a luanguage disorder? Under what circumstances? The answer underlines the fact that craniostenosis can involve both speech and language disorders and that individual approach can be the only solution in order to correctly delimitate things in this case.

Keywords: craniostenosis, non-syndromic craniostenosis, syndromic craniostenosis, speech, language, speech and language disordersr
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DOI: 10.26744/rrttlc.2018.4.1.02

Published on line: 15/03/2018

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Strategii de dezvoltare a auzului fonematic în contextul dizabilității intelectuale

Strategii de dezvoltare a auzului fonematic în contextul dizabilității intelectuale

Strategies to empower phonemic hearing in the context of intellectual disability

Liana Angela MUȘUȚAN
Abstract

Following the systematic observations made in the work with preschoolers with intellectual disabilities, we found that their basic trait is the deficient phonemic hearing and the delay in its development. This paper aims to present some ways to stimulate and develop phonemic hearing through a mobile application. The mobile application aims to develop perception, attention, memory and hearing discrimination. This was applied to a consortium of 24 participants, of which 10 preschoolers who achieved average and inferior results were included in a three-month therapy program. Following implementation of the tablet application, the results of the preschoolers improved at all stages of the program.

Keywords: phonemic hearing, intellectual disability, mobile application, pre-school, language

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DOI: 10.26744/rrttlc.2017.3.2.03

Published on line: 31/10/2017

References:

Alper, S., Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and Synthesis of the Literature, Journal of Special Education, 47-61.

Ayres, K.M, Mechling, L., Sansosti, F. J. (2013). The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: considerations for the future of school psychology, Considerations For The Future of School Psychology, Psychology in the schools, 50, 259–271.

Bodea Hațegan, C., (2013). Tulburări de voce și vorbire. Evaluare și intervenție, Cluj-Napoca: Presa Universitară Clujeană.

Hațegan, C., (2011). Abordări structuralist – integrate în terapia tulburărilor de limbaj și comunicare, Cluj –Napoca: Presa Universitară Clujeană.

Gherguț, A. (2007). Sinteze de psihopedagogie specială. Iaşi: Editura Polirom.

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

Roșan, A., Bălaș Baconschi, C. (2015). Dizabilitatea Intelectuală, în Roșan, A. (Coord.), Psihopedagogie Specială. Modele de evaluare și intervenție, București: Editura Polirom, 99-122.

Stephenson, J., Limbrick, L., (2013). A review of the use of touch screen – mobile devices by the people with developmental disabilities, Journal of Autism and Developmental Disorders. 45(12): 3777-91.

Talaș, D., A. (2013). Noi direcţii în terapia tulburărilor de limbaj. Aplicaţii pentru ios şi android . Cartea Albă a Psihopedagogiei Speciale. Coordonator Adrian Roșan, Departamentul de Psihopedagogie Specială.

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.
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DOI:10.26744/rrttlc.2017.3.1.04

Published on line: 15/03/2017

References:

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Gherguț, A. (2007). Sinteze de psihopedagogie specială. Ghid pentru concursuri şi ecxamene de obţinere a gradelor didactice. Editura Polirom. Iași.

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Vanthier, H. (2009). L’enseignement aux enfants en classe de langue. Paris: Clé International.