Dezvoltarea deprinderilor de scris-citit prin metoda Meixner în contextul dizabilității intelectuale

Dezvoltarea deprinderilor de scris-citit prin metoda Meixner în contextul dizabilității intelectuale

Developing reading and reading skills through the Meixner method in the context of intellectual disability

Nona BĂDESCU-FETCHE
Abstract

In this paper, we will be overlooking the complex process of reading and writing in intellectually disabled students and the development of these processes through the use of the Meixner method of intervention. Knowing that learning reading and writing is directly dependent on the development of speech, spatial-temporal orientation as well as perception and the processes of attention and memory, along with, as stated in DSM-5th edition, the association of these disorders to learning disorders (non-dependent on intellectual disability), we can easily see the imperative need to use intervention methods, as is Meixner, to correct and enhance language development; Language development, or the lack of development, to be more precise is in fact, one of the primary predictors of reading and writing impairments in students that have intellectual disabilities, thus seen in: a poor vocabulary, slow, difficult reading rhythms, replacing, omitting or adding certain letters or syllables. This, has various and tremendous impacts in all areas of life, if the student does not receive the proper care and specialized intervention as early as possible (early intervention).
In the present case study we will notice how a young female student, with intellectual disability, delayed expressive language acquisition and mixed instrumental disorders, along with reading – writing disorder benefits from a Meixner intervention, achieving impressive results, coming to aid in her difficulty, improving the present disorders in reading – writing / language development, instrumental disorder, having achieved a more active vocabulary, better abilities of focusing on tasks, having remarkable results even in some behavioral aspects (classroom integration, social integration, social abilities, social communication).

Keywords: reading, writing, intellectual disability, Meixner method, intervention, learning disabilities, case study.
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DOI: 10.26744/rrttlc.2017.3.2.11

Published on line: 31/10/2017

References:

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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.

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:

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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.

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
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DOI:10.26744/rrttlc.2017.3.1.08

Published on line: 15/03/2017

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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

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