Editorial
Carolina BODEA-HAŢEGAN
Lună: octombrie 2020
Efectele jocului educațional asupra dezvoltării cognitive și non-cognitive la elevii cu nevoi speciale din școlile incluzive
Efectele jocului educațional asupra dezvoltării cognitive și non-cognitive la elevii cu nevoi speciale din școlile incluzive
“The effects of the game on the cognitive and non-cognitive development in students with special educational needs in inclusive schools
Nicoleta Raluca LUPU
Abstract
The aim of this study, “The effects of the game on the cognitive and non-cognitive development in students with special educational needs in inclusive schools” is to present a model of good practice that will favour the inclusion of the students with special educational needs.
Starting from this aim, the following assumptions are formulated: 1) The students with special educational needs in inclusive classes who will participate in the training through games will achieve significantly better results in the recovery process than those who will not participate in the training through game, 2) The students with special educational needs in inclusive classes who will participate in the computer-based training will have significantly better results in the recovery process compared to the students who will participate in the training through classic game.
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 the post-test phase (p <.05) for most development areas tested: communication and vocabulary, reading, writing, grammar, spatial orientation, temporal orientation, cognitive behaviour, image memory, pre-numbering, addition, subtraction, behaviour. There were no statistically significant differences between the two groups (p>.05) in the following areas of development: motor development, body schema, graphics rendering, color, shape, numerical memory, numbering.
The non-parametric test for Mann-Whitney independent samples shows that there are no significant differences between the classic game and computer games (p>.05), both of them bringing benefits in the recovery process of the students with special educational needs. An explanation might be the permanent presence of the computer in children’s lives, which makes them lose interest in this method.
Starting from this aim, the following assumptions are formulated: 1) The students with special educational needs in inclusive classes who will participate in the training through games will achieve significantly better results in the recovery process than those who will not participate in the training through game, 2) The students with special educational needs in inclusive classes who will participate in the computer-based training will have significantly better results in the recovery process compared to the students who will participate in the training through classic game.
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 the post-test phase (p <.05) for most development areas tested: communication and vocabulary, reading, writing, grammar, spatial orientation, temporal orientation, cognitive behaviour, image memory, pre-numbering, addition, subtraction, behaviour. There were no statistically significant differences between the two groups (p>.05) in the following areas of development: motor development, body schema, graphics rendering, color, shape, numerical memory, numbering.
The non-parametric test for Mann-Whitney independent samples shows that there are no significant differences between the classic game and computer games (p>.05), both of them bringing benefits in the recovery process of the students with special educational needs. An explanation might be the permanent presence of the computer in children’s lives, which makes them lose interest in this method.
Keywords: special educational needs, game, inclusion
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DOI: 10.26744/rrttlc.2020.6.2.02
Published on line: 30/10/2020
References:
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***Fișă de evaluare continuă Matematică accesată online în 2.02.2016 la https://profesoriitineranti.wordpress.com/documente-specifice-activitatii profesorului-itinerant-de-sprijin/
***Fișă de evaluare continuă Limba Română accesată online în 2.02.2016 la https://profesoriitineranti.wordpress.com/documente-specifice-activitatii profesorului-itinerant-de-sprijin/
Bateria PROLEC- Instrument de Screening a Dislexiei
Bateria PROLEC- Instrument de Screening a Dislexiei
PROLEC BATTERY-screening tool for dyslexia
Raluca Mariana POPA
Abstract
This research aims to adapt PROLEC instrument depending on the particular target population and development of the Romanian language, through a pilot study of 60 participants, aged between seven and ten years. The purpose of this tool is to develop dyslexia screening test. Thus, this research were built and adapted to the particular instrument subscales Romanian language and analyzed the internal consistency of the instrument as a whole and for each individual subscale.
Keywords: dyslexia, screening, PROLEC evaluation, reading, non-words, comprehension
pdf
DOI: 10.26744/rrttlc.2020.6.2.03
Published on line: 30/10/2020
References:
Alexander, A. Anderson, H., Heilman, P., Voeller, K., Torgesen, J. (1991). Phonological awareness training and the remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia, 41, 193-206.
Anucuța, A. E., Anucuța, L., și colab.toti (2008). Modalități de intervenție logopedică în terapia dislexiei-disgrafiei. Timișoara: Editura EUROBIT.
Birsh, J. R. (2005). Alphabet knowledge: letter recognition, naming and sequencing. În Birsh, J.R, Multisensory Teaching of Basic Language Skills. (p. 119). Baltimore, Maryland: Paul H. Brookes Publishing.
Lukhele, B.B.S., (2013). Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland., Reading & Writing 4(1), 8.
Lyytinen, H., Erskine, J., Aro, M., Richardson, U. (2007). Reading and reading disorders. Blackwell Handbook of Language Development. pp. 454–474
Talcott, J.B., Witton, C., Hebb, G.S., și colab. (2002). On the relationship between dynamic visual and auditory processing and literacy skills; results from a large primary-school study. Dyslexia, 8 (4), 204–25.
Aplicații ale mobilizării orofaciale în contextul sindromului Down
Aplicații ale mobilizării orofaciale în contextul sindromului Down
Oro-motor therapy- practical aspects in Down syndrome context
Mădălina VAIDA
Abstract
The current study proposes an intervention of oral-motor techniques, targeting peripheral stimulation with central-level effects, where synaptic densification is expected to allow a more coordinated motor response, with positive outcomes on the speech intelligibility. The intervention techniques belong to quite different fields: myofunctional techniques (posture determination, isotonic exercises for the oral musculature), oro-facial massage according to the C. Morales method, passive stimulation with a vibrating instrument (z-vibe) and repetitions of diadokokinetics. An ABA (single-subject experiment) experimental design was created and implemented. The output evaluation was based on verbal material, structured from simple to complex (syllables, words, narrative structures) and presented either exclusively by auditory way or by auditory and visual ways.
Keywords: inteligibility, oro-motor techniques, Down syndrome, speech therapy
pdf
DOI: 10.26744/rrttlc.2020.6.2.04
Published on line: 30/10/2020
References:
Aylward, E.H., Li Q., Honeycutt, N.A., Warren, A.C., Pulsifier, M.B., Barta, P.E., Chan, M.D., Smith, P.D., Jerram, M., Pearlson, G.D., (1999). „MRI volumes of the hippocampus and amygdala in adults with Down’s syndrome with and without dementia”. The American Journal of Psychiatry 156:564–568
Anca M., (2002). „Logopedie”. Presa Universitară Clujeană, Cluj-Napoca
Bahr, D., (2008). „The oral motor debate: where do we go from here?”, ASHA Convention Chicago, Illinos poster session 2054; poster board 368
Bodea Hațegan, C., (2016). „Logopedia. Terapia tulburărilor de limbaj. Structuri deschise”. București, Ed. Trei
Bodea-Hategan, C., (2014), “Abordări terapeutice ale limbajului: perspective actuale”, vol. I. Presa Universitară Clujeană, Cluj-Napoca
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Hodapp, R.M., Zigler, E., (1990). „ Applying the developmental perspective to individuals with Down syndrome”. In: Cicchetti, D., Beeghly, M., (eds). „Children with Down syndrome: A Developmental Perspective”. Cambridge, New York, pp 1–28
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Kent, R.D., (2016). „Nonspeech Oral Movements and Oral Motor Disorders: A Narrative Review”. American Journal of Speech-Language Pathology, 24(4):763-89.
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Dezvoltarea abilităților de comunicare la elevii cu dizabilități intelectuale
Dezvoltarea abilităților de comunicare la elevii cu dizabilități intelectuale
Developing communication abilities in children with intellectual disabilities
Ioana Delia ȚÎRLEA, Simona Rodica ABRUDAN
Abstract
This article presents the importance of the constant use of a programme based on the reading of images in the activities of language therapy for the development of communication skills in students with intellectual disabilities.
The first part of the paper presents the particularities of the students with intellectual disability, respectively the particularities of the language and the communication, as well as implications in the educational process. The second part illustrates the analysis of the data obtained as a result of the implementation of the reading program after images in the activities of speech disorder therapy. The objectives, hypothesis and expected results are described.
The design of the study is based on the final results with the initial outcomes after the intervention programe was applied. The data obtained show that the activities determines positive effects in the development of communication skills, the use of a richer vocabulary, the more complex expression.
The first part of the paper presents the particularities of the students with intellectual disability, respectively the particularities of the language and the communication, as well as implications in the educational process. The second part illustrates the analysis of the data obtained as a result of the implementation of the reading program after images in the activities of speech disorder therapy. The objectives, hypothesis and expected results are described.
The design of the study is based on the final results with the initial outcomes after the intervention programe was applied. The data obtained show that the activities determines positive effects in the development of communication skills, the use of a richer vocabulary, the more complex expression.
Keywords: communication skills, intellectual disabilities, verbal communication, special education, speech therapy, reading imagine
pdf
DOI: 10.26744/rrttlc.2020.6.2.05
Published on line: 30/10/2020
Published on line: 30/10/2020
References:
Bodea- Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Editura Presa Universitară Clujeană, Cluj-Napoca;
Bodea Hațegan, C; Anca, M. (2008). Terapia limbajului – o abordare interdisciplinară, Editura Presa Universitară Clujeană, Cluj-Napoca;
Bodea-Hațegan, C. (2014). Proba de evaluare a abilităților morfologice în limba română (resursă electronică), ISBN 978-973-109-505-9.
Bodea-Hațegan, C. (2014). Probă de evaluare a abilităților morfologice în limba română. Aplicații psiholingvistice, E-book, Editura Argonaut, Cluj-Napoca.
Chiș, V. (2002). Provocările pedagogiei contemporane, Presa Universitară Clujeană, Cluj- Napoca.
Cucoș, C., (1998). Psihopedagogie, Editura Polirom, Iași;
Gherghuț, A. (2000). Psihopedagogie specială, Editura Polirom, Iași;
Ionescu, M., R, I., (coord.),( 2001). Didactica modernă, ed. a II-a,Editura Dacia, Cluj-Napoca
Roșan, A. (coord.) (2015), Psihopedagogie specială. Modele de evaluare și intervenție. Editura Polirom, Iași;
Învățarea explicită bazată pe metode didactice interactive utilizate pentru înțelegerea lecturi
Învățarea explicită bazată pe metode didactice interactive utilizate pentru înțelegerea lecturi
Explicit learning based on interactive pedagogical methods used for reading comprehension
Oana PREDA
Abstract
Explicit learning based on interactive pedagogical methods used for reading comprehension.
When choosing the pedagogical strategies meant to foster the formation and the development of reading comprehension skills it is essential to detect the roots and the specifics of dysfunctions in the cognitive processes and competences that might affect reading comprehension. The personalized and systematic use of interactive pedagogical methods has a positive impact on: enriching the pupils’ vocabulary with novel words and expressions; understanding the anaphoric reference items that feature in clauses and sentences; making lexical, causal and pragmatic inferences so as to understand clauses and sentences; acknowledging discourse markers; building a global representation of the text; employing meta-cognition while monitoring textual comprehension; accessing the significance of the text; understanding and using the text’s structure in order to critically interpret and assess the information read.
When choosing the pedagogical strategies meant to foster the formation and the development of reading comprehension skills it is essential to detect the roots and the specifics of dysfunctions in the cognitive processes and competences that might affect reading comprehension. The personalized and systematic use of interactive pedagogical methods has a positive impact on: enriching the pupils’ vocabulary with novel words and expressions; understanding the anaphoric reference items that feature in clauses and sentences; making lexical, causal and pragmatic inferences so as to understand clauses and sentences; acknowledging discourse markers; building a global representation of the text; employing meta-cognition while monitoring textual comprehension; accessing the significance of the text; understanding and using the text’s structure in order to critically interpret and assess the information read.
Keywords: language, linguistic abilities, early interventions, language stimulations, speech-therapy methods, cognitive education, personalized programs
pdf
DOI: 10.26744/rrttlc.2020.6.2.06
Published on line: 30/10/2020
References:
Alvarez-Canizo, M., Suarez-Coala, P., Cuestos, F. (2015). The role of reading fluency in children’s text comprehension. Frontiers in Psychology, 6, 1-8 doi:10.3389/fpsyg.2015.01810 (accesat în 14.11.2019)
Bianco, M. (2015 a). Du language oral à la comprehension de l’écrit. Grenoble: P.U.G.
Bianco, M. (2015 b). Pratiques pédagogiques et performances des élèves:language et apprentissage de la langue écrite. Rapport pour Conseil national devaluation du systeme scolaire (CNESCO). http://www.cnesco.fr. (accesat în 23.11.2019)
Cain, K., Oakhill, J., Barnes, M. Bryant, P. (2001). Comprehension skill, inference-making ability and their relation to knowledge. Memory and Cognition, 29(6), p. 850-859.
Cain, K. (2012). Abilitatea de a citi. Dezvoltare și dificultăți. Cluj-Napoca: Editura ASCR.
Henderson, L., Snowling, M., Clarke, P. (2013). Accesing, integrating, and inhibiting word meaning in poor comprehenders. Scientific Studies of Reading, 17(3), 177-198. doi:10,1080/10888438.2011.652721 (accesat în 25.10.2019).
Luke, S.G., Henderson, J.M., Ferreira, F. (2015). Children’s eye-movements during reading reflect the quality of lexical representations: an individual differences approach. Journal of Experimental Psychology: Learning, Memory, and Cognition. 41(6), 1675-1683.doi:10.1037/xlm000.133. (accesat în 28.11.2019).
Nation, K., Snowling, M.J. (1998). Semantic Processing and the Development of Word-Recognition Skils: Evidence from Children with Reading Comprehension Difficulties. Journal of Memory and Language, 39(1): 85-101.
Perfetti, C.A (2007). Reading ability: lexical quality to comprehension. Scientific Studies of reading. 11 (4): 357-383.
Perfetti, C.A., Stafura, J. (2014). Word knowledge in a theory of reading. Scientific Studies of reading, 18(1), 22-37.doi:10.1080/10888438.2013.827687 (accesat în 20.11.2019).
Interpretarea în limba semnelor în context educațional – o perspectivă teoretică și practică
Interpretarea în limba semnelor în context educațional – o perspectivă teoretică și practică
Sign language interpreting in the educational context-a theoretical and pragmatic perspective
Ioana TUFAR, George ANDRONIC
Abstract
Taking into consideration that the Sign Language interpreting field is a vivid and useful one, the present paper tries to draw the profile of the educational interpreter starting with a theoretical frame and continuing with pragmatic issues. The study undertaken involved 30 Sign Language interpreters from Great Britain and Romania and the analyzed data provided information on qualifications needed to assure the quality of interpretation, challenges that can appear on the way of interpreting, the role of the professional development programs, the importance of the code of ethics and some practical advices were included.
Keywords: Sign Language, educational interpreter, code of ethics, Deaf students, RSL, BSL
DOI: 10.26744/rrttlc.2020.6.2.07
Published on line: 30/10/2020
References:
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Barbu, F. (2010). Limbaj gestual. Iaşi: Lumen.
Bontempo, K. (2015). Sign language interpreting. In Mikkelson, H. & Jourdenais, R. (Eds.) Handbook of interpreting. Routledge. 112-128.
Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. London: Sage.
Gutman, V., (2002) Ethics in Mental Health and Deafness, Gallaudet University Press.
Hébert, L. (2019). The Functions of Language. An Introduction to Applied Semiotics. Routledge
Hintermair M. (2007) Self-esteem and satisfaction with life of deaf and hard-of-hearing people–a resource-oriented approach to identity work. J Deaf Stud Deaf Educ. 2008 Spring;13(2):278-300. doi: 10.1093/deafed/enm054. Epub 2007 Oct 29. PMID: 17971343.
Jones, B.E. (2005) Competencies of K-12 educational interpreters: What we need versus what we have, disponibil online la: https://www.researchgate.net/publication/290278456_Competencies_of_K-12_educational_interpreters_What_we_need_versus_what_we_have (consultat în 17.10.2020)
Marschark, M., Sapere, P., Convertino, C., Seewagen, R. (2005). In Marschark, M., Peterson, R., & Winston, E.A., (Eds.), Interpreting and interpreter education: Directions for research and practice. New York: Oxford University Press.
Pochhaker, F. (2016) Introducing Interpreting Studies, Routledge.
Tufar, I. (2013) Rolul interpretului de limbaj mimico-gestual în procesul de integrare al persoanelor cu deficiențe de auz și cu surdocecitate. În Adrian Roșan (coord.) Cartea Alba a Psihopedagogiei Speciale, UBB-Cluj, disponibil online la http://psihoped.psiedu.ubbcluj.ro/caPPS/25%20-%20Ioana%20TUFAR.pdf (consultat în 10.10.2020)
Tufar, I. (2020) Dezvoltarea abilităților de comunicare printr-un program de intervenție bazat pe LSR (Limba Semnelor Române) și simboluri grafice. Revista Română de Terapia Tulburărilor de Limbaj și Comunicare. DOI: 10.26744/rrttlc.2020.6.1.04
Wit, M. de (2011). A Sign Language Interpreter in Inclusive Education: The View of Deaf Persons on their Quality of Life, MA Thesis, Edinburgh, Heriot Watt University.
Adeptuk (2014) CSW Code of Practice [Online]. Available from: http://adeptuk.co.uk/GalleryEntries/Adept_Documents/Documents/CSW_Code_of_Practice.pdf. (consultat în 15.10.2020)
Ailg (2020). Codul etic. Dlmg.ro. [Online]. [Accessed 19 October 2020]. Available from: http://ailg.ro/codul-etic/.(consultat in 19.10.2020)
ANSRCN (2012) Despre noi. Asociatia Nationala a Surzilor din Romania. [Online]. [Accessed 20 October 2020]. Available from: https://ansrcn.wordpress.com/about/.
ANSRCN (2012) Interpretare. Asociatia Nationala a Surzilor din Romania. [Online]. [Accessed 20 October 2020]. Available from: https://ansrcn.wordpress.com/interpretare/.
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Kwintessential. (2017) Quality Assurance (QA): Process and Management, [Online] URL: http://www.kwintessential.co.uk/about-us/quality-assurance/
Legea 27/2000 https://legalup.ro/legea-nr-27-2020/ (consultat în 17.10.2020)
NRCPD | Standards. Nrcpd.org.uk. [Online]. [Accessed 19 October 2020]. Available from: https://www.nrcpd.org.uk/standards.
NRCPD 2010. Code of Conduct for Communication Professionals [Online]. Available from: https://www.nrcpd.org.uk/documents/misc/code_of_conduct_for_communication_professionals.pdf.
NRCPD 2020. NRCPD | News | The New CPD Handbook. Nrcpd.org.uk. [Online]. [Accessed 20 October 2020]. Available from: https://www.nrcpd.org.uk/news.php?article=220.
Remark! 2019. The difference between a Registered Sign Language Interpreter (RSLI) and Trainee Sign Language Interpreter (TSLI) – Remark!. Remark.uk.com. [Online]. [Accessed 19 October 2020]. Available from: https://remark.uk.com/the-difference-between-a-registered-sign-language-interpreter-rsli-and-trainee-sign-language-interpreter-tsli/#:~:text=Trainee%20Sign%20Language%20Interpreter%20(TSLI),-Trainee%20Sign%20Language&text=TSLIs%20are%20assessed%20against%20the%20National%20Occupational%20Standards%20for%20Trainee%20Interpreters.&text=The%20NRCPD%20also%20requires%20TSLIs,reflect%20on%20their%20interpreting%20practice.
RID (2010) An Overview of K-12 Educational Interpreting, disponibil online la https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view (consultat în 20.10.2020)
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Vocea în contextul gravidității
Vocea în contextul gravidității
Voice in pregnancy context
Iulia ȘCHIOPU
Abstract
This paper wants to briefly review the available research on voice changes during pregnancy, to point out reasons why these changes could be subscribed to a voice disorder pathology and the need for these patients to be taken in charge with a suitable therapeutic approach. The available research literature looks mainly into identifying and exposing evidence of symptoms and signs against the presence of voice disorder in pregnant women and focuses poorly on proposing a therapeutic approach for the identified voice disorder within the context of pregnancy. This period of altered physiology and anatomic changes within the body of a pregnant woman is limited and transitory, most of times with no permanent visible impact on voice. However, pregnant women may benefit of not only being informed and aware about this disorder, but also counseling or therapy with the purpose of managing their voice in an optimal way, so that they avoid possible permanent phonotrauma.
Keywords: pregnancy – speaking voice – evaluation – therapeutic intervention – phonotrauma
Published on line: 30/10/2020
References:
Bhagat, D., R., Chowdhary, A., Verma, S., Jyotsana, (2006). Physiological changes în ENT during pregnancy, Indian Journal of Otolarungology and Head and Neck Surgery 58, no. 3 (2006): 268 – 270.
Bodea Hațegan, C. (2013). Tulburări de voce și vorbire. Evaluare și intervenție. Presa Universitară Clujeană, Cluj-Napoca.
Cassiraga, V.,L., Castellano, A., V., Abasolo, J., Abin, E.,N., Izbizky, G., H. (2012). pregnancy and voice: changes during the third trimester, Journal of Voice 26, no. 5 (2012): 584 – 586.
Emerich, K. (2001). Breastfeeding and the Voice, OperaMom, consultat în data de 17.06.2020, pe http://web.archive.org/web/20010413003846/http://www.operamom.com/voiceandbreastfeeding.html
Emerich, K. (2001). Pregnancy and the Voice, OperaMom, consultat în data de 17.06.2020, pe
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Nazalitate vs. nazalizare-de la evaluarea subiectivă, la evaluarea obiectivizată
Nazalitate vs. nazalizare-de la evaluarea subiectivă, la evaluarea obiectivizată
Nasality and nasalance-from the subjective to an objective assessment
Carolina BODEA HAȚEGAN
Abstract
Nasalance is an important concept in the field of resonance speech disorders as opposed to nasality. It ensures the objective measurements of the nasal production, aspect that reduces the value of nasality, for sure an older concept than nasalance. This article underlines especially the fact that both nasalance and nasality are two dimensions of the same reality, the assessment of resonances and that both of them are in the same time important and useful in order to establish a correct diagnosis and to prepare the suitable therapeutic program. The dispute nasalance and nasality is solved based on concrete application by using the nasometer and scales for measuring nasality. Conclusions support the idea that nasalance and nasality are two facets of the complex assessment in case of nasal resonance.
Keywords: nasalance, nasality, nasometer, voice disorders, functional voice
Published on line: 30/10/2020
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Tulburarea de dezvoltare a coordonării – de la terminologie la diagnostic și intervenție. Implicații logopedice
Tulburarea de dezvoltare a coordonării – de la terminologie la diagnostic și intervenție. Implicații logopedice
Developmental coordination disorder DCD – terminology, diagnosis and intervention. The implication for speech therapy.
Raluca Nicoleta TRIFU
Abstract
Developmental coordination disorder DCD is a specific set of impairments corelated with gross and fine motor disfunction, poor motor planning and impaired sensor integration. The term is use wildly for this condition, based on the proposed term made by The Diagnostic and Statistical Manual of Mental Disorders (DSM–5), but others terms such as dyspraxia, specific motor dysfunction, specific coordination motor disfunction (ICD – 10) are used and preferred in the same time. The article displays the multiple terms used in the literature connected with the DCD, the criteria for diagnosis, the implication for education and target specific intervention in case of DCD.
Keywords: developmental coordination disorder, dyspraxia, motor disorder, CAS
Published on line: 30/10/2020
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*** Societatea română Voita(2020) https://sr-vojta.ro/diagnostic.php
*** Stanford Medicine – Exam cerebellum (2020) https://stanfordmedicine25.stanford.edu/the25/cerebellar.html