Editorial
Carolina BODEA HAŢEGAN
Lună: martie 2019
TALK – Language and literacy curriculum for pre-schoolers and school-age children: a programme to improve inclusion, scholastic achievement and social well-being (TALKCHIL)
TALK – Language and literacy curriculum for pre-schoolers and school-age children: a programme to improve inclusion, scholastic achievement and social well-being (TALKCHIL)
TALK – Language and literacy curriculum for pre-schoolers and school-age children: a programme to improve inclusion, scholastic achievement and social well-being (TALKCHIL)
Carolina BODEA-HAȚEGAN
Abstract
This article describes the TALK – Language and literacy curriculum for pre-schoolers and school-age children: a programme to improve inclusion, scholastic achievement and social well-being (TALKCHIL) project, Erasmus+ KA2 ( no. 2017-1- IT02-KA201- 036596). The focus is on its the main objectives, activities and partners, but also on ASTTLR role (ASTTLR- Asociația Specialiștilor în Terapia Tulburărilor de Limbaj din România), the partner institution in the project from Romania. This project has a great relevance for Romania situation as it focuses on one of the most important educational subject, children with learning disabilities and the way this disorder can be prevented from early ages, from kindergarten. The obtained results are gathered in two consistent materials, one dedicated to teachers and ne dedicated to parents, these materials being of great value for the learning disabilities field.
Keywords: clearning disabilities, project, Erasmus+, dissemination article, ASTTLR
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DOI: 10.26744/rrttlc.2019.5.1.02
Published on line: 31/03/2019
References:
Bodea Haţegan, C. (2013). Procesarea fonologică-delimitări teoretice şi aplicaţii practice, Cartea Albă a Psihopedagogiei Speciale, Departamentul de Psihopedagogie Speciala (Ediţie CD-ROM şi volum on-line), ISBN 978-973-0-15758-1, 2013.
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj- Structuri deschise, București: Editura Trei.
Fricke, S., Bowyer-Crane, C., Haley, A.J., Hulme, C., Snowling, M. J. (2013). Efficacy of language intervention in the early years.Journal of Child Psychology and Psychiatry and Allied Disciplines. 2013 Mar; 54(3):280-90. Epub 2012 Nov 23.
Hulme, C., Snowling M.J. (2013).The interface between spoken and written language: developmental disorders. Philosophical Transactions of the Royal Society of London, Serie B Biological Sciences. 2013 Dec 9;369(1634):20120395. doi: 10.1098/rstb.2012.0395.
https://www.testcentral.ro/ro/produse/teste-clinice/evaluarea-nivelului-de-dezvoltare/ddst-ii/
http://press.eminus.pl/e-learning/
www.asttlr.ro
https://www.gradinitafloaredeiris.ro
Disclaimer: „This open educational material reflects only the author’s view and that the National Agency and the European Commission are not responsible for any use that may be made of the information it contains”.
Relația dintre tulburările de tip ADHD și tulburările de limbaj la vârsta preșcolară
Relația dintre tulburările de tip ADHD și tulburările de limbaj la vârsta preșcolară
The Relation between ADHD type disorders and language disorders in preschoolers
Claudia LUPULEAC ( DENES)
Abstract
This comparative research has its focus on investigating the presence of ADHD behavior disturbance disorders among the preschoolers who have speech disabilities.
The design of the study that has been used is a comparative one. The research participants were represented by 64 preschoolers, age 3-6, divided into two independent test samples: preschoolers who have speech disabilities and preschoolers who do not have speech disabilities. The ADHD symptoms were assessed with the two questionnaires for the early childhood inventory ECI-4.
Participant’s language level was established by using specific tests that are frequently used in the Romanian speech therapy field.
The highlights of the study referred to the fact that the preschoolers who were identified with a speech disability showed more serious symptoms of ADHD behavior than the preschoolers who do not have any kind of speech disability.
The design of the study that has been used is a comparative one. The research participants were represented by 64 preschoolers, age 3-6, divided into two independent test samples: preschoolers who have speech disabilities and preschoolers who do not have speech disabilities. The ADHD symptoms were assessed with the two questionnaires for the early childhood inventory ECI-4.
Participant’s language level was established by using specific tests that are frequently used in the Romanian speech therapy field.
The highlights of the study referred to the fact that the preschoolers who were identified with a speech disability showed more serious symptoms of ADHD behavior than the preschoolers who do not have any kind of speech disability.
Keywords:preschoolers, language disorders, ADHD disorders
pdf
DOI: 10.26744/rrttlc.2019.5.1.03
Published on line: 31/03/2019
References:
American Psychiatric Association, (2016), Tulburări de neurodezvoltare în DSM-5, Manual de Diagnostic și Clasificare Statistică a Tulburărilor Mintale, Editura Medicală Callisto, București, p. 31
Baker, L., Cantwell, D.P.(1992). Attention deficit disorder and speech/language disoreder, Comprehensive Mental Health Care, 2(1), 3-16;
Bodea, Haţegan C. (2016). Logopedia-Terapia tulburărilor de limbaj. Structuri deschise, Editura Trei: Bucureşti, pp.45-46; p.115; p.321;
Hawkins, E., Gathercole, S., Astle, D., Holems, J. ( 2016), Language problems and ADHD Symptoms, Brain Sciences 6(4):50.
Ionescu, C. J., Ionescu, Ș. ( 2013), Tulburările de dezvoltare la copil în Tratat de psihologie clinică şi psihopatologie, Editura TREI: Bucureşti, p.91-95
Lăzărescu, M. ( 2016). Clasificarea tulburărilor mentale și de comportament. Descrieri clinice și îndreptare diagnostice. Editura TREI: București, p. 137
Mueller, K.L., Tomblin, B. J. ( 2012). Examining the comorbidity of language disorders and ADHD, Tpo Lang Disord, Jul-Sep, 32 (3): 228-246;
Munteanu, A., (2009). Vârsta preşcolară ( A doua copilărie ) în Psihologia Vârstelor, Editura Euribit: Timişoara, pp. 195-224
Pană, L., Tutunaru, R. (2009). Preşcolaritatea în Psihologia vârstelor formare-evoluţie-involuţie, Editura Eurostampa: Timişoara, pp.82-112.
Redmond, S. M. (2016). Language impairment in the Attention-Deficit/Hyperactivity Disorder Context, Journal of Speech and Hearing Disorders, Volume 55, 178-192;
Schiopu, U., Verza, E. (1997). A doua copilărie (de la 3 la 6 ani) în Psihologia vârstelor –ciclurile vieţii, Editura Didactică şi Pedagogică: R. A., Bucureşti, pp.123 -160
Verza, E., Verza, F. ( 2000). Psihologia vârstelor, Editura Pro Humanitate: București p.118
Strategii de dezvoltare fonetico-fonologică în contextul dizabilității intelectuale
Strategii de dezvoltare fonetico-fonologică în contextul dizabilității intelectuale.
Strategies for phonetic-phonological development in children with intellectual disabilities
Simona Rodica GAIE
Abstract
The article focuses on strategies for stimulating language development, using work strategies aimed at the development of phonetic phonological and phonological processing components in order to reduce the existing difficulties in the sphere of writing – reading in children with intellectual disabilities. The article presents, from a theoretical stand point, the intellectual disabilities and the particularities of psychological development – cognitive development – adaptive behavior and the specificity of the development of language in the context of intellectual disability, with emphasis on the phonetic – phonological side and the phonological processing of children with intellectual disability. By this it is delineated and highlighted the existing problems, namely the necessity of advancing phonetic phonological development strategies and the central objective of the paper, to emphasize the importance of the phonological processing skills in the case of children with intellectual disability, having as secondary objectives the training of the ability of phonological processing at the level of spontaneous and reflected speech, phonematic differentiation, phonematic perception, phonematic analysis, rhythmic pronunciation education.
Keywords:language, communication, intellectual disability, phonological processing, written – read disorders, speech disorder therapy
pdf
DOI: 10.26744/rrttlc.2019.5.1.04
Published on line: 31/03/2019
References:
Bodea-Hațegan, C. (2016). Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.
Hațegan-Bodea, C. (2013). Tulburări de voce și vorbire. Evaluare și intervenție, Cluj-Napoca: Editura Presa Universitară Clujeană.
Hațegan-Bodea, C. (2014). Abordări terapeutice ale limbajului, Volumul I, Cluj-Napoca: Editura Presa Universitară Clujeană.
Burlea, G. (2007). Tulburările limbajului scris-citit, Iași: Editura Polirom.
Jurcău, E., Jurcău, N. (1989). Cum vorbesc copiii noştri, Cluj-Napoca: Ed. Dacia.
Moldovan, I. (2006). Corectarea tulburărilor limbajului oral, Cluj-Napoca: Presa Universitară Clujană.
Roșan, A. (2015). Psihopedagogie specială- modele de evaluare și intervenție, Iași : Editura Polirom.
Roşca, M. (1967). Psihologia deficienţilor mintali, Bucureşti: E.D.P.
Ruscello, M. (2008). Treating articulation and phonological disorders in children, USA : Mosby Elsevier.
Utilizarea jocului didactic în terapia tulburărilor de limbaj şi comunicare
Utilizarea jocului didactic în terapia tulburărilor de limbaj şi comunicare
Using Didactical Play during speech and language therapy
Eudochia DOBRA
Abstract
This article brings to the foreground the educational game as a method of correction of language and communication disorders in preschoolers and small students in mass education, pointing that through the game, children may be corrected in a pleasant and efficientway as well. In the first part of the article emphasis is put on the importance of the game in the period of childhood, which is dominated by the game, and on the classification of educational games to practice the language. The second part presents the analysis of the data obtained as a result of the implementation of the educational game as a method of correction, within the experimental group and the data obtained by using the standard working methods for the children in the control group.
Keywords:game, correction, language disorder, vocabulary development, preschool/primary school
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DOI: 10.26744/rrttlc.2019.5.1.05
Published on line: 31/03/2019
References:
Bodea Hațegan, C. (2014). Abordări terapeutice ale limbajului. Perspective actuale, volumul I, Cluj-Napoca:Presa Universitară Clujeană.
Bubuțanu, A.L. (2016). Rolul jocului didactic în depistarea, prevenirea și corectarea tulburărilor de limbaj la copilul preșcolar, Bacău: Editura Cadrelor Didactice.
Corniță, G. (1993). Metodica predării și învățării limbii și literaturii române, Baia-Mare: Editura Umbria, p.102.
Dumitrana, M. (1999). Educarea limbajului în învățământul preșcolar , Volumul I, Comunicarea orală, București: Editura Compania, p.9.
Stan, F.(2013). Jocul didactic. Jocurile exercițiului și rolul lor în dezvoltarea limbajului copiilor preșcolari, Bacău: Rovimed Publishers.
Metode interactive în cadrul lecțiilor de limba română la elevii cu dizabilități intelectuale
Metode interactive în cadrul lecțiilor de limba română la elevii cu dizabilități intelectuale
Interactive didactical methods used during Romanian classes with children with intellectual disabilities
Roxana BELTAG
Abstract
The present paper captures the effectiveness of programs based on interactive methods in Romanian language lessons for students with intellectual disabilities.
Through verbal communication, a child with intellectual disabilities transmits what he perceives, feels, wishes, intends, thinks, conveys the entire content of his psychic life. It will become socially integrated to the extent that it can serve verbal language and communicate. The development of abilities and skills of oral expression remains a permanent school objective of the special school, stemming from the need to prepare pupils for social insertion. Whatever the profession they are doing, they can not be realized in society if they do not have the ability to communicate with their fellows to share their experience and to receive from the experience of others.
In this context, verbal communication is for students with intellectual disabilities, one of the most important ways of knowing the surrounding world and integrating into social life.
Intervention programs centered on interactive methods at Romanian language classes lead to the development of language skills and improvement of the school results of pupils with intellectual disabilities.
Through verbal communication, a child with intellectual disabilities transmits what he perceives, feels, wishes, intends, thinks, conveys the entire content of his psychic life. It will become socially integrated to the extent that it can serve verbal language and communicate. The development of abilities and skills of oral expression remains a permanent school objective of the special school, stemming from the need to prepare pupils for social insertion. Whatever the profession they are doing, they can not be realized in society if they do not have the ability to communicate with their fellows to share their experience and to receive from the experience of others.
In this context, verbal communication is for students with intellectual disabilities, one of the most important ways of knowing the surrounding world and integrating into social life.
Intervention programs centered on interactive methods at Romanian language classes lead to the development of language skills and improvement of the school results of pupils with intellectual disabilities.
Keywords:: intellectual disability, interactive methods, the Romanian language lesson
pdf
DOI: 10.26744/rrttlc.2019.5.1.06
Published on line: 31/03/2019
References:
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, DSM-5, Washington DC, American Psychiatric Publishing
Anca, M., Haţegan, C. (2008). Terapia limbajului. O abordare interdisciplinară, Cluj-Napoca: Editura Presa Universitară Clujeană
Bodea Hațegan, C., Talaș, D.A.(2016) Fluența verbală,Cluj-Napoca: Simphologic Publishing Gatineau
Cerghit, I. (2006). Metode de învățământ, Iași: Editura Polirom
Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare,Cluj-Napoca: Presa Universitară Clujeană
Opera, C. L. (2008). Strategii didactice interactive, București: EDP
Popovici, D. V.(1994). Dezvoltarea comunicării la copiii cu deficiențe mintale, București: Editura Pro Humanitate
Roşan, A. (coordonator) (2015). Psihopedagogie specială. Modele de evaluare şi intervenţie. Iaşi, Ed. Polirom.
Strategii de intervenție psihopedagogică în tulburările de pronunție
Strategii de intervenție psihopedagogică în tulburările de pronunție
Strategies used during speech and language therapy in the context of pronunciation disorders
Oana PETRENCIU
Abstract
Difficulties in articulation of sounds are common in speech and language therapy field. Their therapeutic approaches must be individualized The psycho-individual and age-specific features, as well as the characteristics of the type and degree of a certain disabilities, make speech therapy a unique, original, specific process.
Through the present research we wanted to highlight the uniqueness of the speech therapy sessions, as we follow the classic approach, we can give a specific note to the activities carried out by innovative methods, techniques and means of teaching applied to a distinct category of pupils, those with intellectual disabilities.
The research methodology include the purpose, objectives, research hypotheses, the research approach and the description of the group of participants, emphasizing the description and the usefulness of the ” Paşi prin lumea sunetelor ” application both as an assessment and as an intervention tool.
Through the present research we wanted to highlight the uniqueness of the speech therapy sessions, as we follow the classic approach, we can give a specific note to the activities carried out by innovative methods, techniques and means of teaching applied to a distinct category of pupils, those with intellectual disabilities.
The research methodology include the purpose, objectives, research hypotheses, the research approach and the description of the group of participants, emphasizing the description and the usefulness of the ” Paşi prin lumea sunetelor ” application both as an assessment and as an intervention tool.
Keywords:language disorders; speech therapy a unique, original, specific process; innovative methods; the application Paşi prin lumea sunetelor.
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DOI: 10.26744/rrttlc.2019.5.1.07
Published on line: 31/03/2019
References:
Boşcaiu, E. (1970). Corectarea tulburărilor de vorbire, în Revista de Pedagogie, nr.2,1970.
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilorde limbaj. Structuri deschise. București: Editura Trei
Bodea Hațegan, C., Talaș, D. (2016). Fluența verbală. Direcții teoretice și aplicații psihopedagogice. Cluj Napoca: Editura Argonaut
Boșcaiu, E., (1980). Prevenirea si corectarea tulburarilor de vorbire in gradinitele de copii, București: EDP
Gherguţ, A., Neamţu, C. (2000). Psihopedagogie specială. Ghid practic. Iaşi:Polirom
Jurcău, N., Jurcău, E. (1999). Manualul practic de logopedie, Cluj-Napoca: Editura Dacia.
Verza, E. (2003). Tratat de logopedie. Bucureşti: Editura Humanitas
https:// play.google.com/store/apps/details?id=ppls.pps.com.ppl
http://respiracorect.ro/index.php?route=product/product&product_id=52
https://faceformer.de/en/faceformer-patented-training-device/
http://ajutamasacresc.ro/instrumente-logopedice
Particularități ale dezvoltării abilităților morfo – semantice în contextul protezării auditive cu implant cohlear și aparat auditiv
Particularități ale dezvoltării abilităților morfo – semantice în contextul protezării auditive cu implant cohlear și aparat auditiv
Longitudinal study regarding the frequency of speech disorders at the level of the speech therapy Nicolae Iorga office from Baia Mare
Katinka METEA
Abstract
Language disorders are one of the most common childhood disorders. Problems with oral communication are the most common signs of language disorders. Expressive language issues can be easier to identify in the early years.
The main objectives of the longitudinal study were: (1) to show a significant increase in the frequency of language and communication disorders in primary school children, (2) to underline the importance of high quality language therapy services focused on prevention and early intervention.
The study began in 2007 and ended in 2017. Children diagnosed with language and communication disorders at the beginning of each school year were included in the study.
It was hypothesized that there was a significant increase in the frequency of the language and communication disorders during the eleven years of the study, especially in expressive language disorders like dyslalia. The participants in the study were evaluated, diagnosed and received specialized speech therapy.
The main findings of the study suggest an increase in the number of the cases identified with language disorders during 2007 and 2012. Between 2012 and 2017 the number of cases started decreasing due to the language therapy services provided in preschool children focused on prevention programs. It also showed a high percentage of children diagnosed with dislalia as compared to other language disorders like rhinolalia, dyslexia and fluency disorders.
Considering the findings of the study, language and speech therapy services must provide a focus on specialized therapy programs including prevention and early intervention involving parents and also preschool and primary school teachers
The main objectives of the longitudinal study were: (1) to show a significant increase in the frequency of language and communication disorders in primary school children, (2) to underline the importance of high quality language therapy services focused on prevention and early intervention.
The study began in 2007 and ended in 2017. Children diagnosed with language and communication disorders at the beginning of each school year were included in the study.
It was hypothesized that there was a significant increase in the frequency of the language and communication disorders during the eleven years of the study, especially in expressive language disorders like dyslalia. The participants in the study were evaluated, diagnosed and received specialized speech therapy.
The main findings of the study suggest an increase in the number of the cases identified with language disorders during 2007 and 2012. Between 2012 and 2017 the number of cases started decreasing due to the language therapy services provided in preschool children focused on prevention programs. It also showed a high percentage of children diagnosed with dislalia as compared to other language disorders like rhinolalia, dyslexia and fluency disorders.
Considering the findings of the study, language and speech therapy services must provide a focus on specialized therapy programs including prevention and early intervention involving parents and also preschool and primary school teachers
Keywords: language disorders, dyslalia, speech and language therapy services, prevention, early intervention.
Published on line: 31/03/2019
References:
Bodea Hațegan, C. (2016). Logopedia – Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.
Bodea Hațegan, C., Talaș, D. (2015). Pași prin lumea sunetelor!, aplicația mobilă pentru sistemele Android, descărcabilă de la nivelul ASTTLR, www.asttlr.ro.
Gheorghe, V. (2005). Efectele televiziunii asupra minții umane, București: Editura Evanghelismos.
Gold, J. (2016). Părinte în era digitală, București: Editura Trei.
Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Editura Presa Universitară Clujeană.
Jurcău, E., Jurcău, N. (1999). Învățăm să vorbim corect, Cluj-Napoca: Editura PRINTEK.
Șerban, M., Crișan, A., Purcia V. (2017). Selecție de probe pentru examinarea logopedică complexă, CJRAE Sibiu
http://www.cmbrae.ro/2017/wp-content/uploads/Revista_logopedia_nr_1_2009.pdf
Bodea Hațegan, C. (2016). Logopedia – Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.
Bodea Hațegan, C., Talaș, D. (2015). Pași prin lumea sunetelor!, aplicația mobilă pentru sistemele Android, descărcabilă de la nivelul ASTTLR, www.asttlr.ro.
Gheorghe, V. (2005). Efectele televiziunii asupra minții umane, București: Editura Evanghelismos.
Gold, J. (2016). Părinte în era digitală, București: Editura Trei.
Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Editura Presa Universitară Clujeană.
Jurcău, E., Jurcău, N. (1999). Învățăm să vorbim corect, Cluj-Napoca: Editura PRINTEK.
Șerban, M., Crișan, A., Purcia V. (2017). Selecție de probe pentru examinarea logopedică complexă, CJRAE Sibiu
http://www.cmbrae.ro/2017/wp-content/uploads/Revista_logopedia_nr_1_2009.pdf
Dezvoltarea abilităților de comunicare pragmatică prin folosirea povestirilor sociale în contextul sindromului down
Dezvoltarea abilităților de comunicare pragmatică prin folosirea povestirilor sociale în contextul sindromului down
Developing Pragmatic Communication Abilities by using Social Stories in children with Down Syndrome
Nona BĂDESCU-FETCHE
Abstract
This paper focuses on presenting a case study regarding Down Syndrome and the use of social stories in targeting pragmatic communication development, screening the results with Webster Scale and The Pragmatic Communication Abilities Profile in the day to day life of pupils.
It is considered that using social stories as a mediator to learning and enhancing communicational skills in pupils with Down Syndrome improves their chance of quickly seeing results while also reducing the levels of distress, frustration or inadequacy that the pupils might feel when noticing that they are not easily understood, not fluent or coherent in what they wish to communicate, greatly increasing the comprehensibility of language as a whole.
The case study presents situations in which a young boy with Down Syndrome finds himself in the posture of both receiver and broadcaster of messages composed of singular words, short phrases or even complex communicational scenarios in which he both listens and responds, actively interacting with his tuturor.
It is considered that using social stories as a mediator to learning and enhancing communicational skills in pupils with Down Syndrome improves their chance of quickly seeing results while also reducing the levels of distress, frustration or inadequacy that the pupils might feel when noticing that they are not easily understood, not fluent or coherent in what they wish to communicate, greatly increasing the comprehensibility of language as a whole.
The case study presents situations in which a young boy with Down Syndrome finds himself in the posture of both receiver and broadcaster of messages composed of singular words, short phrases or even complex communicational scenarios in which he both listens and responds, actively interacting with his tuturor.
Keywords: Down Syndrome, social stories, pragmatic communication, speech and language development, communication abilities.
Published on line: 31/03/2019
References:
Anca, M. (2003). Metode și tehnici de evaluare a copiilor cu cerințe educaționale speciale, Cluj-Napoca: Editura Presa Universitară Clujeană.
Bodea-Hațegan, C. (2016). Logopedia- terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.
Dewart, H., Summers, S. (1995). The pragmatics profile of everyday communication skills in children, retrieved from http://complexneeds.org.uk/modules/Module-2.4-Assessment-monitoring-and-evaluation/All/downloads/m08p080c/the_pragmatics_profile.pdf in 10.01.2019.
Gray, C. (2015). The new social story book, UK: Future Horizons
Williams, C., Wright, B. (2017). A guide to writing social stories, London: Jessica Kingsley Publishers
https://autism.gamara.ro/portage/index.php
Anca, M. (2003). Metode și tehnici de evaluare a copiilor cu cerințe educaționale speciale, Cluj-Napoca: Editura Presa Universitară Clujeană.
Bodea-Hațegan, C. (2016). Logopedia- terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.
Dewart, H., Summers, S. (1995). The pragmatics profile of everyday communication skills in children, retrieved from http://complexneeds.org.uk/modules/Module-2.4-Assessment-monitoring-and-evaluation/All/downloads/m08p080c/the_pragmatics_profile.pdf in 10.01.2019.
Gray, C. (2015). The new social story book, UK: Future Horizons
Williams, C., Wright, B. (2017). A guide to writing social stories, London: Jessica Kingsley Publishers
https://autism.gamara.ro/portage/index.php
Specificul demersului logopedic în corectarea tulburărilor de pronunție la vârsta școlară mică
Specificul demersului logopedic în corectarea tulburărilor de pronunție la vârsta școlară mică
Specific methods used during the therapy of pronunciation disorders in school age children
Afrodita SANDOR
Abstract
Language is a means of communication and knowledge for the child. The impossibility of communicating through verbal language attracts delays in the childʹs development. Any deviation from standard speech is a language disorder and requires the specific intervetion of a specialist. The speech therapist intervenes in language and communication disorders fallowing a specific therapeutic program, an intervention not only on speech, rhythm and fluency disorders, but also addresses emotional and behavioral disorders, intellectual disabilities, auditive, speech disorders or specific learning disabilities. This article describes the therapeutic program applied for speech sound disorders within The”Iosif Vulcan” National College and ”Nicolae Bălcescu” School from Oradea, Romania. This therapeutic program and the obtained results emphasize the specificity of the speech therapists work in Romania at tle level of the interschools’ logopedic offices. This article can also reflect the types of speech sound disorders our speech and language therapists face.
Keywords:speech and language therapy, specific therapeutic program, logopedic diagnosis, pronunciation disorders, school age.
pdf
DOI: 10.26744/rrttlc.2019.5.1.10
Published on line: 31/03/2019
References:
Anca, M. (2005). Tehnici specifice de terapia limbajului, suport de curs IDD, Catedra de Psihopedagogie Specială, Cluj-Napoca: Universitatea Babeș-Bolyai.
Anca, M. (2002). Logopedie. Cluj-Napoca: Presa Universitară Clujeană.
Bejan, L, Drugaș, I, Hărdălău, L. (2009). Aplicații practice în logopedie și psihologie școlară. Oradea: Editura Primus.
Bodea Hațegan, C. (2016). Logopedia-Terapia tulburărilor de limbaj. Structuri deschise. București: Edutura Trei.
Comăneanu, M. ( colab.) Boruga, B. ( 2017). Protocol de evaluare și intervenție logopedică. București: Asociația Centrul de Comunicare și Dezvoltare Umană – Phoenix.
Damșa, I, Damșa-Toma, M, Ivănuș, Z. (1996). Dezvoltarea vorbirii în grădinița de copii și în clasele I și II-a, București: Editura Didactică și Pedagogică.
Guțu, M. (1975). Logopedie, vol I, Cluj-Napoca: Centrul de multiplicare al Universității.
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