Eficientizarea comunicării dintre cadrele didactice și părinți prin intermediul aplicației ClassDojo

Eficientizarea comunicării dintre cadrele didactice și părinți prin intermediul aplicației ClassDojo

Increasing communication efficiency among teachers and parents by using ClassDojo

Dorina Anca TALAȘ, Carolina BODEA-HAȚEGAN, Crina Maria IANCU, Renata ORBAN
Abstract

The development of communication abilities at children with hearing impairment and multisensory disabilities has to be approached within a complex and holistic program that takes into consideration the importance of symbolic communication. Widgit Symbols represent an efficient visual and multimodal modality that supports the development of intention in communication, facilitates comprehension, develops language for individuals with disabilities who have difficulties in producing or understanding language. The present case study ilustrates the modality in which a developed and implement program based on Widgit symbols determins progress in the development of communication abilities.

Keywords: communication, hearing impairment, multisensory disabilities, Widgit, symbolic communication.
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DOI: 10.26744/rrttlc.2020.6.1.02
References:
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Chiss, J-L. (2008). Littératie et didactique de la culture écrite. Pratiques, nr. 137-138, Metz : 165-178.
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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).
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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).
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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.

Utilizarea simbolurilor WIDGIT în dezvoltarea comunicării la copiii cu dizabilități de auz și dizabilități senzoriale multiple

Utilizarea simbolurilor WIDGIT în dezvoltarea comunicării la copiii cu dizabilități de auz și dizabilități senzoriale multiple

The use of WIDGIT symbols in the development of communication at children with hearing impairment and multisensory disabilities

Ioana-Letiția ȘERBAN, Andrea HATHAZI
Abstract

The development of communication abilities at children with hearing impairment and multisensory disabilities has to be approached within a complex and holistic program that takes into consideration the importance of symbolic communication. Widgit Symbols represent an efficient visual and multimodal modality that supports the development of intention in communication, facilitates comprehension, develops language for individuals with disabilities who have difficulties in producing or understanding language. The present case study ilustrates the modality in which a developed and implement program based on Widgit symbols determins progress in the development of communication abilities.

Keywords:communication, hearing impairment, multisensory disabilities, Widgit, symbolic communication.

"/pdf

DOI: 10.26744/rrttlc.2020.6.1.03

Published on line: 15/03/2020

References:
Abbott, C. (2000). Symbols Now, Widgit, Leamington Spa.
Abbott, C.; Lucey, H. (2005). Symbol communication in special schools in England: the current position and some key issues, British Journal of Special Education, Vol. 32, No. 4, pp. 196-201.
Anca, M. (2003). Metode și tehnici de evaluare a copiilor cu CES, Cluj-Napoca: Presa Universitară Clujeană.
Chen, D; DeJaco, J; Maley, V. (1997). Lesson from Project CRAFT: Culturally responsive and family focused training; The Individual in a changing society: The proceedings of the National Conference on Deafblindness, June 6-9 (pp. 146-163); Reno, NV: Hilton Perkins Program in cooperation with the Conrad Hilton Foundation.
Chetwynd, J. (2008). Communication with symbols: from the web to the internet and beyond, Journal of Assistive Technologies, Vol. 2 No. 3, pp. 32-6.
Coca, M. (2019). Despre SymWriter sau „scrierea cu simboluri” în terapia specifică de compensare a auzului și limbajului; în I. Șerban (coord.) – Strategii educaționale specifice în contextul dizabilității de auz, Cluj-Napoca: editura ASCR; pp. 87-111.
Coupe O’Kane, J.; Goldbart, J. (1998). Communication Before Speech, London, david Fulton Publishers.
Detheridge, M. and Detheridge, T. (2002). Literacy Through Symbols: Improving Access for Children and Adults, 2nd ed., David Fulton Publishers, London.
Hathazi, A. (2012). Comunicare și intervenție în deficiența multiplă; în A. Hathazi (coord.) – Comunicare în contextual deficienței multiple; Cluj-Napoca: Presa Universitară Clujeană; pp. 1-24.
Light, J. and Drager, L. (2007). ‘‘AAC technologies for young children with complex communication needs: state of the science and future research directions’’, Augmentative and Alternative Communication, Vol. 23 No. 3, pp. 204-16.
Mavrou, K.; Charalampous, E.; Michaelides, M. (2013). Graphic symbols for all: using symbols in developing the ability of questioning in young children; Journal of Assistive Technologies, Vol.7, No.1, pp. 22-33; DOI: 10.1108/17549451311313192
Pampoulou, E. and Detheridge, C. (2007). The role of symbols in the mainstream to access literacy, Journal of Assistive Technologies, Vol. 1 No. 1, pp. 15-21.
Rowland, C.; Schweigert, P. (2003). Cognitive skills and AAC in G.C. Light; D.R. Beukelman; J. Reichle (Eds.) – Communicative competence for individuals who use AAC: From research to effective practice; pp 241-275; Baltimore: Brookes.
Rowland, C; Stremell-Campbell, K. (1987). Share and share alike: conventional gestures to emergent language for learners with sensory impairments; Augmentative and Alternative Communication, 6/4, pp. 226-234.
Sheehy, K. and Howe, M. (2001). Teaching non-readers with severe learning difficulties to recognize words: the effective use of symbols in a new technique, Westminster Studies in Education, Vol. 24 No. 1, pp. 61-71.
Tufar, I. (2015). Sisteme de comunicare alternative și augmentative în A. Roșan, (2015), Psihopedagogie specială. Modele de evaluare și intervenție, Iași: Editura Polirom, pp.457- 474
Widgit Guide to Good Symbol Content (2018) – Best Practice Guide to Symbols, Widgit Software 2002 – 2018, Leamington Spa, UK; Widgit Symbols © Widgit Software 2002-2020; www.widgit.com
Wilkinson, K.M.; Jagaroo, V. (2004). Contributions of principles of visual cognitive science to AAC system display design; Augmentative and Alternative Communication; 20, pp. 123-136.

Dezvoltarea abilităţilor de comunicare printr-un program de intervenţie bazat pe LSR (Limba Semnelor Române) şi simboluri grafice

Dezvoltarea abilităţilor de comunicare printr-un program de intervenţie bazat pe LSR (Limba Semnelor Române) şi simboluri grafice

Developing the communication skills through an intervention program based on LSR (Romanian Sign Language) and graphic symbols

Ioana TUFAR
Abstract

The aim of this study is to create and to assess the efficiency of an intervention program based on Sign language and graphic symbols. The research had a comparative design pre-post-follow-up intervention. The participants to the program were deafblind/MSI students and the data proved there were significant differences between the pre-intervention, post-intervention and follow-up stage at the sign language level and at the graphic symbols acquired by the students.

Keywords:communication skills, Sign Language, graphic symbols, deafblind/multisensorial impairement, intervention program

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DOI: 10.26744/rrttlc.2020.6.1.04

Published on line: 15/03/2020

References:
Ashton, G., Cagle, K., Kurz, K., Newell, W., Peterson, R., & Zinza, J. (2011).Standards for Learning American Sign Language (ASL) in the 21st Century. In Standards for Foreign Language Learning in the 21st Century. Yonkers, NY, disponibil online la http://www.interpretereducation.org/wp-content/uploads/2011/06/ASL-Standards-March-2011-draft-pub.pdf (consultat în 25.02.2020)
Anca, A. (2006). Psihologia deficienţilor de auz. Cluj Napoca: Presa Universitară Clujeană.
Birkett, E. (1984). A comparative Study of the Effects of makaton Vocabulary and a Language Stimulation Programme on the Communication Abilities of Mentally Handicapped Adults. Glasgow: Department of English Language, University of Glasgow.
Bodea Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Presa Universitară Clujeană.
Boulet, L. (1999). Effectiveness of Pictures Communication Symbols in the Acquisition of Specific American Sign Language Vocabulary by Deaf Students with Intellectual Disabilities. The University of British Columbia.
Brown, D (1997) Trends in the population of children with multi-sensory impairment. Talking Sense, 43, 2.
Conaghan, B.P.; Singh, N.N.; Moe, T.J. & Ellis, C.R. (1992). Acquisition and Generalization of Manual Signs by Hearing Impaired Adults with Mental Retardation. Journal of Behavioral Education, 2, 175-203.
Fărcaş, I. (2012) Aspecte psiholingvistice ale comunicării prin limbajul semnelor gestuale în cazul persoanelor cu surdocecitate, Teza de doctorat, UBB Cluj.
Griffith, P.; Panagos J. & Robinson, J.H. (1990). Tactile Iconicity: Signs Rated for Use with Deafblind Children. În: H. Bornstein (Ed.): Manual Communication: Implications for Education.Washinton: Gallaudet University Press.
Griffith, P.L. & Robinson, J. H. (1980). A comparative and normative study of iconicity of signs rated by three groups. American Annals of the Deaf, 126, 440-449.
Hathazi, A. (2014). Dezvoltarea abilităţilor de comunicare la copiii cu surdocecitate. Colecţia: Educarea persoanelor cu dizabilităţi multiple. Editura: Presa Universitară Clujeană.
Jameel, H. T. & Bibi, S. (2016). Benefits of sign language for the deaf students in classroom learning. International Journal of Advanced and Applied Sciences. 3. 24-26.
Malloy, T.V.(2003) Sign Language Use for Deaf, Hard of Hearing, and Hearing Babies: The Evidence Supports It, American Society for Deaf Children, disponibil online la https://www.gallaudet.edu/Images/Clerc/pdf/Full%20Document%20of%20ASDC%20Sign%20Language%20for%20All-English.pdf (consultat în 25.02.2020)
Mann, W; Haug, T.; Kollien, S.; Quinto-Pozos, D. (2015). Teaching Signed Languages. DOI:10.1002/9781405198431.wbeal1436(consultat în 25.02.2020).
Rowland, C., & Stremel-Campbell, K. (1987). Share and share alike: conventional gestures to emergent language for learners with sensory impairments. În: L. Goetz, D. Guess, & K. Stremel-Campbell (Eds.), Innovative program design for individuals with dual sensory impairments. Baltimore: Paul H. Brookes.
Stillman, R.D. & Battle, C.W. (1986). Developmental assessment of communicative abilities in the deaf-blind. În: Sensory Impairment in Mentally Handicapped People. Ellis, D. (Ed.). London: Croom Helm.
Stillman, R.D. (1978). The Callier-Azusa Scale – G. Dallas: The Callier Center for Communication Disorders, University of Texas.
Tufar, I. (2015) Sisteme de comunicare alternative şi augmentative, în Adrian Roşan (coord.): Psihopedagogie specială: Modele de evaluare și intervenție, Iași: Polirom.

Utilizarea stimulării orofaciale în cazul diplegiei spastice– studiu de caz

Utilizarea stimulării orofaciale în cazul diplegiei spastice– studiu de caz

Using orofacial stimulation in the context of spastic dyplegia- case study

Fotinica GLIGA
Abstract

The aim of this paper is to present an intervention program for a child with Spastic Diplegia as a form of Cerebral Palsy. This diagnosis is associated with prematurity and low birth weight. Most of the children affected by this disease have periventricular leukoma, which means an impairment of the white matter of the brain. Frequently these children have visual and / or hearing impairment, swallowing and chewing disorders as well as communication and language disorders and 2/3 of them have intellectual delay. Expressive language in children with spastic diplegia, as in other cases of cerebral palsy, is affected by problems of breathing, resonance and the limitation of the possibility of articulation associated with poor motor control and muscle weakness. The case study present an intervention program based on orofacial stimulation (the Morales technique), considering their neuromotor impairment, together with the classic speech therapy intervention, the purpose being the development of phonoarticulation and the verbal communication. There were positive results after one year of intervention. The program has to continue with higher frequency for developing speech and communication

Keywords:spastic diplegia, cerebral palsy, orofacial stimulation, speech and language development
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DOI: 10.26744/rrttlc.2020.6.1.05

Published on line: 15/03/2020

References:
Almasri, N. A., Palisano, R. J., Dunst, C. J., Chiarello, L. A., O’Neil, M. E., & Polansky, M. (2011). Determinants of needs of families of children and youth with cerebral palsy. Children’s Health Care, 40(2), 130-154.
Bailey Jr, D. B., & Blasco, P. M. (1990). Parents’ perspectives on a written survey of family needs. Journal of Early Intervention, 14(3), 196-203.
Hațegan, C. B. (2016). Logopedia: Terapia tulburărilor de limbaj. Structuri deschise. Trei via PublishDrive.
Hendriks, A. H., De Moor, J. M., Oud, J. H., & Franken, W. M. (2000). Service needs of parents with motor or multiply disabled children in Dutch therapeutic toddler classes. Clinical rehabilitation, 14(5), 506-517.
Horadron, I., & Ciobanu, D. Assessment in children with spastic tetraparesis. Physical Education and Sport Fascicle, 22.
Katz, R. T. (2003). Life expectancy for children with cerebral palsy and mental retardation: implications for life care planning. NeuroRehabilitation, 18(3), 261-270.
Nitta, O., Taneda, A., Nakajima, K., & Surya, J. (2005). The relationship between the disabilities of school-aged children with cerebral palsy and their family needs. Journal of Physical Therapy Science, 17(2), 103-107.
Palisano, R. J., Almarsi, N., Chiarello, L. A., Orlin, M. N., Bagley, A., & Maggs, J. (2010). Family needs of parents of children and youth with cerebral palsy. Child: care, health and development, 36(1), 85-92.
Patja, K., Iivanainen, M., Vesala, H., Oksanen, H., & Ruoppila, I. (2000). Life expectancy of people with intellectual disability: a 35‐year follow‐up study. Journal of intellectual disability research, 44(5

Dezvoltarea limbajului: procese cognitive implicate, evaluare şi intervenţii educative

Dezvoltarea limbajului: procese cognitive implicate, evaluare şi intervenţii educative

The development of language: cognitive processes involved, assessment and educative interventions

Vasile Radu PREDA
Abstract

The development of language: cognitive processes involved, assessment and educative interventions. This study is an interdisciplinary approach for development of language and learning strategies, based on the constructivist theory, linguistic theory and differential pedagogy. For language development is necessary: a) a good assessment of language with psychological procedures, methods and instruments; b) early stimulations of the linguistic abilities (phonological and phonemic awareness, phonological segmentation, verbal memory) and of oral, reading and writing communication with speech-therapy methods and educative personalized programs.

Keywords:language, linguistic abilities, early interventions, language stimulations, speech-therapy methods, cognitive education, personalized programs
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DOI: 10.26744/rrttlc.2020.6.1.06

Published on line: 15/03/2020

References:
Adams, A.M., Gathercole, S.E. (2000). Limitations in working memory: Implications for language development.
Bodea-Haţegan, C. (2015). Tulburările de limbaj şi comunicare. În: A. Roşan (coord.). Psihopedagogie specială. Modele de evaluare şi intervenţie. Bucureşti, Polirom, p.212-243.
David, C., Roşan, A. (2017). Repere diagnostice bazate pe dovezi ştiinţifice în tulburările specifice de învăţare. Cluj-Napoca, Editurile Argonaut şi Limes.
David, C., Roşan, A. (2019). Intervenţii psihopedagogice în tulburările specifice de învăţare. Învăţăm FonoLogic – program structurat de antrenament al conştiinţei fonologice bazat pe dovezi ştiinţifice. Bucureşti, Polirom.
Dehn, M. (2008). Working Memory and Academic Learning. Assessment and Intervention. New Jersey: John Wiley & Sosns, Inc.
De Jong, P.F., van der Leij, A. (2003). Developmnetal changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95, 1: 22 – 40.
Demont, E., Botzung, A. (2003). Contribution de la conscience phonologique et de la mémoire de travail aux difficultés en lecture : étude auprès d’enfants dyslexiques et apprentis lecteurs. L’Année Psychologiues, 103, 3 : 377 – 409.
Demont, E., Gombert, J.E. (2007). Relations conscience phonologique et apprentissage : peut-on sortir de la relation circulaire. În : E. Demont, M.N. Metz-Lutz (Eds.). L’acquisition du langage et ses troubles. Marseille, Solal : 47-79.
Gathercole, S.E., Baddeley, A. D. (1990). Phonological memory deficits in language disorders of children: Is there a causal connection? Journal of Memory and Language, 29, p. 336-360.
Gathercole, S.E., Baddeley, A. D. (1993). Working memory and language. Hillszside, N.J.: Lawrence Erbaum.
Gathercole, S.E., Service, E., Hitch, G.J., Adams, A-M., Martin, A.J. (1999). Phonological Short-term Memory and Vocabulary Development: Further Evidence on Nature of the Relationship. Applied Cognitive Psychlogy, vol. 13: 65 – 77.
Gombert, J.E., Colé, P. (2000). Activités métalinguistiques, lecture et illetrisme. În : M. Kail, M. Fayol (Eds). L’acquisition du langage : le langage au-delà de 3 ans. Vol. 2. Paris. PUF : 117-150.
Gough, P., Hillinger, M.L. (1980). Learning to read: An unnatural act. Bulletin of the Orton Society, 30: 170-196.
Lecocq, P. (1991). Apprentissage de la lecture et dyslexie. Buuxelles : Mardaga.
Mazeau, M. (1999). Dysphasies, trouble mnésiques, syndrome frontal chez l’enfant. Paris, Masson, p.111-113.
Preda O. (2010). Particularităţi ale asociaţiilor verbale la deficienţii mintali. În: V.Preda (coord.). Dinamica educaţiei speciale. Cluj Napoca. Presa Universitară Clujeană, p. 173-188.
Rondal, J.A. (1999). Langage oral. În: J.A. Rondal, X. Seron (sous la direction), Troubes du language. Bases théoriques, diagnostic et rééducation. Sprimont, Mardaga, p. 375-412.
Rondal, J.A., Esperet, E., Gombert, J-E, Thibaut, J-P, Comblain, A. (1999). Développement du language oral. În : J.A. Rondal et E. Esperet (sous la direction). Manuel de psychologie de l’enfant. Sprimont, Mardaga, p. 479-564.
Rondal, J.A. (2001). Developpement et fonctionnement langagier.În : J.A.l Rondal, A. Comblain (sous la direction) Manuel de psychologie des handicaps. Sémiologie et princopes de remédiation. Sprimont, Mardaga, p.81-138.
Slama-Cazacu,T. (1973). Cercetări asupra comunicării. Bucureşti:Editura Academiei.
Sprenger-Charolles, L. (2003). Apprentissage de la lecture et dyslexie. Médicine et Enfance : 249-253.

Rolul jocului didactic în dezvoltarea autonomiei personale la elevii cu dizabilități severe

Rolul jocului didactic în dezvoltarea autonomiei personale la elevii cu dizabilități severe

The role of didactic game in developing self-autonomy for children with severe disabilities

Minodora SÎRBU
Abstract

This article presents the role of the didactic play in developing personal autonomy in students with severe disabilities. The didactic games applied to students with severe disabilities highlight the way in which the didactic game can contribute to the development of personal autonomy by developing adaptive daily life skills.

Keywords: personal autonomy, didactic play, intellectual disabilities, curative pedagogy, multiple disabilities.

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DOI: 10.26744/rrttlc.2020.6.1.07

Published on line: 15/03/2020

References:

Bocoș, M.D. (2013). Instruirea interactivă”, Iași: Editura Polirom.
Golășie, M. (2018). Jocul în pedagogia curativă, în Catalano, H., Albulescu, I. (coord.), (2018). Pedagogia jocului și a activităților ludice, pag. 274-285, București: Editura Didactică și Pedagogică.
Hathazi, A. (2015), Dizabilitățile multiple, în Roșan, A. (coord.), (2015). Psihopedagogie specială. Modele de evaluare și intervenție, pag. 187-241, Iași: Editura Polirom.
Roșan, A., Bălaș-Baconschi, C. (2015). Dizabilitatea intelectuală, în Roșan, A. (coord.), (2015). Psihopedagogie specială. Modele de evaluare și intervenție, pag. 99-122, Iași: Editura Polirom.

Strategii de dezvoltare a memoriei verbale în contextul dizabilității intelectuale ușoare

Strategii de dezvoltare a memoriei verbale în contextul dizabilității intelectuale ușoare

Strategies for developing verbal memory in the context of mild intellectual disability

Diana SUCIU
Abstract

Cognitive deficits on the level of memory are noticed in a variety of childhood disorders, directly correlated to a brain injury (a trauma or a celebrovascular accident/ stroke), or to a genetic anomaly which lend to the alteration of brain development. This paper presents the development of the verbal memory in the context of the intellectual disability, by stimulating the short-term memory, taking into account that the memory of the children with intellectual disability is impaired, compared to normal children of the same age, or of younger age. The training of verbal memory implies the involvement of students in tasks of evocation of words, verbal items or memory exercises based on language, reflecting the ability of memorizing actively some information for a short period of time, involving the three components of the short-term verbal memory: capacity, duration and coding.Training the memory involves mnemonic strategies (associations), visual strategies (drawings, graphic representations), verbal memory strategies (stories, rhymes) and metacognitive strategies (the awareness of the process). Repetition represents the most useful method for the assimilation of new information. Combining repetition strategies with story creation leads to the development of the working verbal memory and performance in the classroom task.

Keywords:lintellectual disability, memory, verbal memory, verbal memory strategies, short term memory

References:
Bălaş-Baconschi, C. (2006). Psihopedagogia copiilor cu dificultăţi de învăţare-suport de curs, UBB, Cluj-Napoca
Bodea Haţegan, C., Talaş, D. (coord.) (2016). Fluenţa verbală. Direcţii teoretice şi aplicaţii psihopedagogice, Argonaut Publishing, Cluj-Napoca
Mare, V. (1967). Mecanismele fiziologice ale activităţii psihice în psihologia pedagogică, E.D.P., Bucureşti
Popescu-Neveanu, P. (1978). Dicţionar de psihologie, Ed. Albatros, Bucureşti
Rhea, P. (2007). Language disorders from infancy through adolescence: assesment and intervention, 3rd edition, Mosby Elsevier, Canada
Roşca, M. (1967). Psihologia deficienţilor mintali, E.D.P., Bucureşti
Roșan, A (coord). (2015). Psihopedagogie specială- modele de evaluare și intervenție, Iași, Editura Polirom
Ruscello, M. (2008). Treating articulation and phonological disorders in children, Mosby Elsevier, USA
Stănică, C., Vrăşmaş, E. (1994). Terapia tulburărilor de limbaj, Institutul Naţional pentru Recuperare şi educaţie specială a pesoanlor handicapate, Bucureşti
Verza, E. (1983). Disgrafia şi terapia ei, E.D.P., Bucureşti
Verza, E. (coord) (1987). Metodologii contemporane în donemiul defectologiei şi logopediei, Tipografie Universităţii Bucureşti, Bucureşti
Visu-Petra L., Cheie L. (2012), Dezvoltarea memoriei de lucru. Exerciții pentru preșcolari și școlari, Editura ASCR, Cluj-Napoca
Dicţionar de Pedagogie, (1979). E.D.P., Bucureşti
Marele Dicţionar al Psihologiei, (2006). Ed. Trei, Bucureşti
Diagnostical and Statistical Manual of Mental Disorder, DSM-IV-R (2003). Traducere: Dr. Stancu Marin, editat de Asociatia Psihiatrilor Liberi din România
Diagnostical and Statistical Manual of Mental Disorder, DSM V (2016). Traducere: Dr. Mădălina Cristina Goia, editura Medicală Callisto
ICD- 10. (2016). Traducere: Mircea Dehelean, Monica Ienciu și Ovidiu Nicoară, Editura Trei, București.

Elaborarea unui scale de măsurare a atitudinii cadrelor didactice față de elevii cu CES integrați în învățământul de masă

Elaborarea unui scale de măsurare a atitudinii cadrelor didactice față de elevii cu CES integrați în învățământul de masă

Develop a scale to establish teachers`s attitude towards childdren with special needs integrate in mainstream school

Nicoleta Raluca LUPU
Abstract

Inclusion of people with disabilities is a topical issue that occupies an important place among the concerns of specialists. The attitude of community members can positively or negatively influence the process. In the process of integration of pupils with special education needs in mainstream schools an important role has the attitude of teachers. Measuring attitudes of a large group of participants to respect the principle of anonymity is difficult. The purpose of this study was to develop a instrument to measure teachers’ attitudes towards the integration of pupils with special education needs in mainstream school. Knowing the real attitude and the factors that influence this attitude will allow specialists to develop and implement programs to change attitudes, thus favoring the integration of pupils with special needs.

Keywords:special education needs, attitude, integration, scale

Published on line: 15/03/2020

References:
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