Editorial
Carolina BODEA-HAŢEGAN
Lună: octombrie 2019
Dezvoltarea competențelor profesionale ale specialiștilor în terapia tulburărilor de limbaj prin intermediul proiectului ERASMUS +
Dezvoltarea competențelor profesionale ale specialiștilor în terapia tulburărilor de limbaj prin intermediul proiectului ERASMUS + „LINKS−Logopedists Interact for New Knowledge and Skills”
Development of professional skills of SLTs through ERASMUS + „LINKS−Logopedists Interact for New Knowledge and Skills”
Dorina TALAȘ
Abstract
The aim of this paper is to present the way the speech and language specialists developed their competences during the ERASMUS + project „LINKS−Logopedists Interact for New Knowledge and Skills”. In the first part of the article, there is a short presentation of the Erasmus + program, the participants and the aim of the project. In the second part of the article there is a short description of the main activities of the project and the conclusions. The short description of the course training activities is provided
Keywords: ERASMUS +, competences, collaboration, speech and language therapy SLT
pdf
DOI: 10.26744/rrttlc.2019.5.2.02
Published on line: 31/10/2019
References:
Bodea Hațegan, C. (2014). Probă de evaluare a abilităților morfologice în limba română. Aplicații psiholingvistice, E-book, Cluj-Napoca: Editura Argonaut.
Bodea Hațegan, C., Talaș, D. (2016). Fluența verbală. Direcții teoretice și aplicații psihopedagogice, Cluj-Napoca: Editura Argonaut.
Cerghit, I. (2006). Metode de învățământ, Iași: Editura Polirom.
Gherguț, A. (2007). Psihopedagogie specială, Iași: Editura Polirom.
Roșan, A. (2015). Psihopedagogie specială. Modele de evaluare și intervenție, Iași: Editura Polirom.
Particularități ale jocului didactic în activitățile de sprijin la elevii cu C.E.S
Particularități ale jocului didactic în activitățile de sprijin la elevii cu C.E.S
The particularities of the didactic game in supporting the children with C.E.S
Ionela Dorinela ARDELEAN
Abstract
This article focuses on the importance of introducing didactic play in educational instructive activities with students with special education, as the basis for the entire intervention program. The design of the study is based on the comparison of the final results with the initial outcomes after the intervention programme was applied. Reasearch participants are represented by a number of five pupils from the primary cycle, aged between 8 and 10 years, presenting learning disabilities and intellectual disabilities. At the end of the research you can easily find the significant increase in students` performances by improving cognitive processes as a result of the constant usage of didactic play.
Keywords:play, special education, learning disabilities, intellectual disabilities
pdf
DOI: 10.26744/rrttlc.2019.5.2.03
References:
Bodea Hațegan, C. (2014). Probă de evaluare a abilităților morfologice în limba română. Aplicații psiholingvistice, E-book, Cluj-Napoca: Editura Argonaut.
Bodea Hațegan, C., Talaș, D. (2016). Fluența verbală. Direcții teoretice și aplicații psihopedagogice, Cluj-Napoca: Editura Argonaut.
Cerghit, I. (2006). Metode de învățământ, Iași: Editura Polirom.
Gherguț, A. (2007). Psihopedagogie specială, Iași: Editura Polirom.
Roșan, A. (2015). Psihopedagogie specială. Modele de evaluare și intervenție, Iași: Editura Polirom.
Impactul tulburărilor de voce asupra calității vieții în rândul profesorilor din învățământul preuniversitar și universitar
Impactul tulburărilor de voce asupra calității vieții în rândul profesorilor din învățământul preuniversitar și universitar
Impact of voice disorders on life quality among college and university teachers
Ana HERLO
Abstract
This study aims to examine the impact of on the quality of life among teachers in pre-university and university education. In this respect, the prevalence of voice disorders, quality of life, as well as demographic variables in the two independent samples was examined. The objectives of this research are to compare the prevalence of voice disorders among teachers in pre-university and university education and to investigate the impact of voice disorders on the quality of life among teachers in pre-university education.
Keywords:voice disorders, quality of life, prevalence, teachers, occupation
pdf
DOI: 10.26744/rrttlc.2019.5.2.04
References:
Mattiske J, Oates J, Greenwood K. (1998). Vocal problems among teachers: A review of prevalence, causes, prevention and treatment. J Voice, 12(4): 489-499. Mitrofan, N.(1988). Aptitudinea pedagogică. Bucureşti: Editura Didactică şi Pedagogică.
Ramig L, Verdolini K. (1998). Treatment efficacy: Voice disorders. J Speech Lang Hear Res, 41: S101-S116.
Roy N, Merrill R, Thibeault S, Parsa R, Gray S, Smith E. (2004). Prevalence of voice disorders in teachers and general population. JSLHR, 47(2): 281-293.
Smith, E., Gray, S. D., Dove, H., Kirchner, H. L., & Heras, H. (1997). Frequency and effects of teacher’s voice problems. Journal of Voice, 11 (1), 81-87.
Smith, E., Lemke, J., Taylor, M., Kirchner, H. L., & Hoffman, H. (1998). Frequency of voice problems among teachers and other occupations. Journal of Voice, 12 (4), 480-488.
Sliwinska-Kowalska M., Niebudek-Bogusz E., Fiszer M., et al.(2006). The prevalence and risk factors for occupational voice disorders in teachers // Folia Phoniatrica et Logopaedica, 58: 85–101.
NIDCD. Statistics on voice, speech and language//http://www.nidcd.nih.gov
Dezvoltarea competențelor socio-afective ale adolescenților cu dizabilități de auz în contextul provocărilor determinate de mediul de comunicare
Dezvoltarea competențelor socio-afective ale adolescenților cu dizabilități de auz în contextul provocărilor determinate de mediul de comunicare
Developing the socio-affective competences of adolescents with hearing disabilities in the context of the challenges determined by the communication environment
Ioana-Letiția ȘERBAN; Sonia Antonela LUPU
Abstract
This article presents a study of quality of life for hearing impaired and deaf adolescents and emphasizes the impact of the type of communication that they employ on different aspects of their cognitive, linguistic and social development. In the first part, the paper presents the theoretical framework, as well as a literature review of previous studies regarding quality of life for hearing impaired and deaf youth. The second part presents the study, describing the instrument used, the method and the results. The findings of this investigation reveal that hearing impaired and deaf students that learn in a boarding school setting in the special education system are more inclined to use sign language and to interact with their hearing impaired and deaf peers, and less willing to engage in activities with hearing people that involve verbal communication, thus diminishing their linguistic and social development.
Keywords:hearing impaired adolescents, quality of life, verbal communication, sign language
pdf
DOI: 10.26744/rrttlc.2019.5.2.05
References
Brice, P. J., & Strauss, G. (2016). Deaf adolescents in a hearing world: a review of factors affecting psychosocial adaptation. Medicine and Therapeutics.
Fitzpatrick EM, Stevens A, Garritty C, Moher D. (2013). The effects of sign language on spoken language acquisition in children with hearing loss: a systematic review protocol. Systematic Reviews; 2:108, pmid:24314335
Hintermair, M. (2011). Health-related quality of life and classroom participation of deaf and hard-of-hearing students in general schools. Deaf Stud Deaf Edu, 254–271.
Huang, C.-H., Wang, T.-F., Tang, F.-I., Chen, I.-J., & Yu, S. (2017). Development and validation of a Quality of Life Scale for elementary school students. International Journal of Clinical and Health Psychology.
Lupu, S.A. (2017). Calitatea vieții elevilor adolescenți cu dizabilități de auz școlarizați în regim de internat. Lucrare de licență; Specializarea Psihopedagogie specială, Facultatea de Psihologie și Științe ale Educației, Universitatea Babeș-Bolyai, Cluj-Napoca.
Meyer, A., Sie, K., Skalicky, A., & al., e. (2013). Quality of life in youth with severe to profound sensorineural hearing loss. JAMA Otolaryngol Head Neck Surg, 294–300.
Șerban, I. (2018). Limbajul mimico-gestual. Suport de curs în tehnologia ID, Cluj-Napoca: Presa Universitară Clujeană
Streufert, A. M. (2010). Quality of life measure for adolescents and children with hearing loss. Independent Studies and Capstones, 2-38.
Trovato, S. (2013). A stronger reason for the right to sign languages, Sign Language Studies, 13(3), pp. 401-422.
Van Gent, T., Goedhart, A., & Treffers, P. (2011). Self-concept and psychopathology in deaf adolescents: preliminary support for moderating effects of deafness-related characteristics and peer problems. Child Psychol Psychiatry, 720–728.
https://www.who.int/
Îmbunătățirea procesării fonologice prin intermediul structurilor ritmate la copiii care prezintă dizabilitate auditivă
Îmbunătățirea procesării fonologice prin intermediul structurilor ritmate la copiii care prezintă dizabilitate auditivă
The improvement of phonological processing through rhymmed structures for children with hearing impairments
Ofelia Amalia RADU
Abstract
This article presents a study conducted on 9 and 10-year-old students with hearing impairments from a special educational setting in Cluj-Napoca, Romania. In the first part there is a theoretical framework that sustained the study and its objectives, while in the second part the reader can find the steps and specific interventions that took place and that were detailed in five case studies. After the literature research and after the objectives were defined the study developed as follows: the participants completed an evaluation of their phonological awareness through specific tests, an analysis of the results was drawn and based on it, specific intervention designs were built on working with poetry. The interventions were meant to correct the phonological processing problems that have been identified on the first analysis. For the final evaluation the same test was used as in the first one and the data were compared in order to highlight the progress for each participant as well as for the whole group
Keywords: intellectual disability, interactive methods, the Romanian language lesson
pdf
DOI: 10.26744/rrttlc.2019.5.2.06
References:
Anca, M. (2003). Metode şi tehnici de evaluare a copiilor cu CES. Cluj-Napoca: Presa Universitară.
Anthony, J., & Lonigan, C. (2004). The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children. Preluat de pe ResearchGate: https://www.researchgate.net/publication/232424044_The_Nature_of_Phonological_Awareness_Converging_Evidence_From_Four_Studies_of_Preschool_and_Early_Grade_School_Children
Fresch, M., & Harrison, D. (2013). Playing With Poetry to Develop Phonemic Awareness. Preluat de pe ResarchGate: https://www.researchgate.net/publication/275696575_Playing_With_Poetry_to_Develop_Phonemic_Awareness
Haţegan, C. (2013). Procesarea fonologică – delimitări teoretice şi aspecte practice. În R. Adrian, Cartea Albă a Psihopedagogiei Speciale. Cluj – Napoca.
Haţegan, C. B. (2014). Abordări terapeutice ale limbajului: perspective actuale. Cluj-Napoca: Presa Universitară Clujeană.
Radu, O. (2015). Poezii cu litere vesele. Cluj-Napoca: Imprimeria Ardealul.
Rozorea, A. (2003). Deficientele senzoriale din perspectiva psihopedagogiei speciale. Bucureşti: Ex Ponto.
Schuele, C., & Boudreau, D. (2008). Phonological awareness intervention – beyond the basics Language. Speech and Hearing Services in Schools.
Stănică, I., & Popa, M. (1994). Elemente de psihopedagogia deficienţilor de auz. Bucureşti: INREIPH.
Torgesen, J., & Mathes, P. ( 1998, reprinted in 2001). What every teacher should know about phonological awareness. Preluat pe iulie 2019, de pe Phonological booklet Florida Department of Education Division of Public Schools and Community Education Bureau of Instructional Support and Community Services: https://pdfs.semanticscholar.org/a70c/3de902303b58743db1c3d42ed70833824eca.pdf
Implicaţiile abilităţilor psihomotorii asupra limbajului la copiii cu dizabilităţi intelectuale integraţi în învăţământul de masă
Implicaţiile abilităţilor psihomotorii asupra limbajului la copiii cu dizabilităţi intelectuale integraţi în învăţământul de masă
Implications of psychomotor skills on language in children with intellectual disabilities integrated in public education
Maria Cosmina CUCERZAN
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 too The accurate identification of psycho- motricity difficulties with consequences on the language at children with intellectual disabilities integrated in compulsory general education is an important aspect which the entire process of integration depends on. It is a complex process which requires the usage of a whole set of probes which include the level of early – learning of the language and which can contribute at the creation of a whole complex portrait, with links to the psycho – motricity and communication abilities of the child, but also to the establishing of the objectives in what concerns the correction and the development of these abilities.
In the first part of the article theoretical topics regarding psychomotricity, language, intellectual disability and the integration into compulsory general education of children with intellectual disability are studied , and in the second part the scientific research is presented after going through three stages: the discovery stage in which we put into practice methods with the purpose of of knowing the individual level of psycho motricity and the level of language development (four students presenting psycho motricity and language difficulties were selected ) the experimental stage which was concerned with the development of case – studies and individual action ( the process of the action was structured as a complex therapy of action, but also as some therapy – learning activities, each instrument being put into practice on every part of language regarding the development of child ‘ s abilities in the next areas: psycho motricity, language and communication, knowledge, socialization ) ; final which consisted of going again through the evaluation tasks which were applied in the discovery stage in order to underline the involvement of psycho motricity on the language and so, checking the research hypothesis.
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 too The accurate identification of psycho- motricity difficulties with consequences on the language at children with intellectual disabilities integrated in compulsory general education is an important aspect which the entire process of integration depends on. It is a complex process which requires the usage of a whole set of probes which include the level of early – learning of the language and which can contribute at the creation of a whole complex portrait, with links to the psycho – motricity and communication abilities of the child, but also to the establishing of the objectives in what concerns the correction and the development of these abilities.
In the first part of the article theoretical topics regarding psychomotricity, language, intellectual disability and the integration into compulsory general education of children with intellectual disability are studied , and in the second part the scientific research is presented after going through three stages: the discovery stage in which we put into practice methods with the purpose of of knowing the individual level of psycho motricity and the level of language development (four students presenting psycho motricity and language difficulties were selected ) the experimental stage which was concerned with the development of case – studies and individual action ( the process of the action was structured as a complex therapy of action, but also as some therapy – learning activities, each instrument being put into practice on every part of language regarding the development of child ‘ s abilities in the next areas: psycho motricity, language and communication, knowledge, socialization ) ; final which consisted of going again through the evaluation tasks which were applied in the discovery stage in order to underline the involvement of psycho motricity on the language and so, checking the research hypothesis.
Keywords:psychomotricity, language and communication, intellectual disabilities, integration
pdf
DOI: 10.26744/rrttlc.2019.5.2.07
References:
Anca,M.(2009).Tehnici specifice de terapia limbajului, support curs IDD, Catedra de psihopedagogie specială, Cluj-Napoca: Universitatea Babeş –Bolyai
Bodea Haţegan, C. (2016). Terapia tulburărilor de limbaj. Structuri deschise, Editura Trei, Bucureşti.
Bodea Haţegan, C.,Talaş, D.A.(2016). Fluenţa verbală,Editura Argonaut, Cluj-Napoca.
Bodea Haţegan,C.(2014) Proba de evaluare a abilităţilor morfologice în limba română.Aplicaţii practice. Vol.III,Editura Argonaut, Cluj-Napoca.
Hodicska, T., Asbothne Kriston, V.(2013) Ghid metodologic pentru utilizarea abecedarului Căsuţa cu litere şi jucării( material adaptat după metoda Meixner), Editura Pontlab,Tîrgu Mureş..
***Ghid-Comenius (2012). Repere teoretice şi practice utile profesorului itinerant, Sibiu.
Haţegan, C. (2011). Abordări structuralist-integrate în terapia limbajului şi a comunicării, Presa Universitară Clujeană, Cluj-Napoca.
Roşan, A. (2015). Psihopedagogie specială. Metode de evaluare şi intervenţie, Editura Polirom, Iaşi.
***Suport curs. (2010). Terapie şi educaţie psihomotorie, Universitatea “Babeş Bolyai”, Cluj-Napoca..
Wauters-Krings, F. (2014). (Psiho)MOTRICITATE. Sprijin, prevenţie şi compensare, Editura Asociaţiei de Ştiinţe Cognitive din România, Cluj-Napoca.
http://autism.gama.ro/portage
Dezvoltarea laturii morfologice a limbajului la elevii cu dizabilități auditive din ciclul gimnazial
Dezvoltarea laturii morfologice a limbajului la elevii cu dizabilități auditive din ciclul gimnazial
Development of the morphological part of the language in the secondary school students with hearing disabilities
Maria-Emilia MARTIN
Abstract
The purpose of this research was to improve the morphological abilities of the language of students with hearing disability in the secondary school cycle, by using a substantive-adjective intervention program, which is based on a teaching aid.
This article presents a longitudinal case study and the results obtained by applying the following tests: informal language tasks of morphological evaluation, the MLU test and the PEAMR test
This article presents a longitudinal case study and the results obtained by applying the following tests: informal language tasks of morphological evaluation, the MLU test and the PEAMR test
Keywords: hearing impairments, morphological abilities, language assessment, teaching aid.
DOI: 10.26744/rrttlc.2019.5.2.08
References:
Hațegan, C. (2009). Modalități de evaluare și dezvoltare a competenței morfologice, teză de doctorat, Cluj-Napoca: Universitatea Babeș-Bolyai.
Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Presa Universitară Clujeană.
Bodea Hațegan, C. (2014a). Probă de evaluare a abilităților morfologice în limba română. Aplicații psiholingvistice, E-book, Cluj-Napoca: Editura Argonaut.
Bodea Hațegan, C. (2016). Terapia tulburărilor de limbaj. Structuri deschise, Editura Trei: București
Pufan, C. (1982). Probleme de surdo-psihologie, vol 2, Editura Didactică și Pedagogică: București.
Dezvoltarea competenţelor de lectură la elevii din ciclul primar
Dezvoltarea competenţelor de lectură la elevii din ciclul primar
Development of reading skills in primary school students
Oana PREDA
Abstract
This study is an analysis of specific linguistic competences and proposes the pedagogical intervention for vocabulary developing and for lecture competences. The optimisation of lecture competences and learning abilities can be achieved by using the assessment of linguistic competences and functional and multiple literacy, using of interactive strategy and mediated learning experience. The didactics approaches of literacy and the personalized linguistic training programmes, if systematically applied, lead to a significant improvement in pupils’ school performance.
References:
Biemiller, A. (2011).Vocabulary development and implications for reading problems. În:A.McGill-Franzen, R.L. Allington.Handbook of reading disability research. New York: Routledge: 208-218.
Blideanu, E., Şerdean, I. (1981). Orientări noi în metodologia studierii limbii române în ciclul primar. Citit-scris, compunere. Bucureşti: EDP.
Brown, S. (2007). La lecture partagée. Montréal, QC: Chenelière Éducation.
Chiss, J-L. (2008). Littératie et didactique de la culture écrite. Pratiques, nr. 137-138, Metz : 165-178.
Compétences clés. https://ec.europa.eu…Education (vizitată în 15.08.2019).
Donohue, L. (2012). La lecture autonome. Gérer et évaluer la comprehension en lecture. Montréal.QC: Chenelière Éducation.
Glasson, J. (2007). La compréhension en lecture. Bruelles: De Boeck
Glasson, J. (2013). La lecture. Apprentissage et dificultés. Montreal, QC : Gaëtan Monrin éditeur.
Godbout, Turcotte, Giguère (2016). 8 stratégies pour comprendre les textes courants. Guide Pédagogique. Comission scolaire des Patriotes. ADEL.
Goigoux, R., Cèbe, S. (2006). Apprendre à lire à lécole : tout ce qui’l faut savoir pour accompagner lénfant. Paris : Retz.
Grossmann, F. (2011). Didactique du lexique: état des lieux et nouvelles orientations. Pratiques, 149/150 :103-108
Irwin, J. (2007). Teaching reading comprehension processes. Boston, MA: Allyn&Bacon.
Lasnier, F. (2001). Un modèle intégré pour l’apprentissage d’une competence. Pedagogie collégiale, vol. 15, nr. 1, pag. 28-33, la adresa https://core.ac.uk/download/pdf/52977894.pdf (vizitată în 13.07.2019).
Ministerul Educaţiei Naţionale (2013). Programa şcolară pentru disciplina Comunicare în limba română, clasa pregătitoare, clasa I şi clasa a II-a, Anexa nr. 2 la ordinul ministrului Educaţiei Naţionale nr. 3418/19.03.2013,
la adresa http://edums.ro/invprimar/Lb%20romana%20P%20I%20II.pdf (vizitată în 22.08.2019).
McEwan-Adkins, E. (2016). 40 interventions en lecture. Montréal, QC: Chenelière Education.
Mândruţ, O., Ardelean, A. (2012). Didactica formării competenţelor – elemente de legitimitate. În Ardelean, A., Măndruţ, O. (coord.) Didactica formării competenţelor. Arad, Universitatea “Vasile Goldiş, Centrul de Didactică şi Educaţie Permanentă, p. 11-24).
Programme for International Student Assessment (PISA), 2000: OECD Publishing and UNESCO Publishing.
Therrien, W.J. (2004). Fluency and comprehension gains as a result of repeated readings: A meta-analysis. Remedial and Special Education, 25: 252 – 261.
Thompson, L. (2008). La lecture ghidée. Montréal,QC: Chenelière Éducation.