Octombrie 2020, Vol.VI, Nr. 2
Revista Română de Terapia Tulburărilor de Limbaj și de Comunicare
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
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
Raluca Mariana POPA
Keywords: dyslexia, screening, PROLEC evaluation, reading, non-words, comprehension
Keywords: inteligibility, oro-motor techniques, Down syndrome, speech therapy
Ioana Delia ȚÎRLEA, Simona Rodica ABRUDAN
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.
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
Ioana TUFAR, George ANDRONIC
Keywords: Sign Language, educational interpreter, code of ethics, Deaf students, RSL, BSL
Keywords: pregnancy – speaking voice – evaluation – therapeutic intervention – phonotrauma
Carolina BODEA HAȚEGAN
Keywords: nasalance, nasality, nasometer, voice disorders, functional voice
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
Keywords: developmental coordination disorder, dyspraxia, motor disorder, CAS