2017 RRTTLC – Martie, Vol III, Nr. 1

Deglutition is a neuromuscular mechanism which passes through a physiological maturation when passing from childhood to adulthood. A deficient deglutition can be met when childish swallowing is still present even in adult stage. During an atypical deglutition the tongue makes a pressure on the palate and on the teeth or can slip through the teeth’s arcades. Miofunctional speech and language therapy is the best way to address the atypical deglutition process. This is a reeducation process, a process of reestablishing of the oral function through a series of progressive exercises which focuses on the correction of the tongue`s position and the automatization of the swallowing process. Applying in a consistent manner the miofunctional therapy, both in the speech therapy office and during daily life activities, using the necessary orthodontic devices specific in each situation, the results are positive, atypical deglutition being turned in a mature swallowing process.

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.

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.

Detalii despre proiectul BAGMIVI pot fi consultate accesând site-ul proiectului http://www.bagmivi.eu/
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