Etichetă: intellectual disabilities

Program integrat de dezvoltare a laturii morfo-sintactice a limbajului în contextul dizabilității intelectuale

asttlr

Program integrat de dezvoltare a laturii morfo-sintactice a limbajului în contextul dizabilității intelectuale

Integrated program for morpho-syntactic language development in children with intellectual disabilities

Mădălina VAIDA
Abstract

The study presents a program meant to develop the morpho-syntactic aspects of language in children with intellectual disabilities. It involves aimed strategies like the intentional use of the article, of plural forms of nouns and of verbs, and also implicit learning and exercise in structured contexts and categories.
Keywords: intellectual disabilities, morphology, syntax, speech and language development, morphologic categories
pdf
DOI:10.26744/rrttlc.2024.10.1.06
Published on line: 03/31/2024
References
Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10)
Balthazar C. H., & Scott C. M. (2017). Complex sentence intervention. In McCauley R., Fey M., & Gillam R. (Eds.), Treatment of language disorders (2nd ed.). Brookes.
Balthazar CH, Ebbels S, Zwitserlood R. (2020). Explicit Grammatical Intervention for Developmental Language Disorder: Three Approaches. Lang Speech Hear Serv Sch. Apr 7;51(2):226-246. doi: 10.1044/2019_LSHSS-19-00046. Epub 2020 Apr 7. PMID: 32255746; PMCID: PMC7225018. Balthazar CH, Ebbels S, Zwitserlood R. (2020). Explicit Grammatical Intervention for Developmental Language Disorder: Three Approaches. Lang Speech Hear Serv Sch;51(2):226-246. doi: 10.1044/2019_LSHSS-19-00046. Epub 2020 Apr 7. PMID: 32255746; PMCID: PMC7225018
Beyersmann, E., Castles, A., & Coltheart, M. (2012). Morphological processing during visual word recognition in developing readers: Evidence from masked priming. Quarterly Journal of Experimental Psychology, 65(7), 1306– 1326.
Bodea-Haţegan, C. (2021). Proba de evaluare a abilităților morfologice în limba română [E-book]: aplicații psiholingvistice, Editura ASTTLR, Cluj-Napoca.
Bowey, J. A., & Patel, R. K. (1988). Metalinguistic ability and early reading achievement. Applied Psycholinguistics, 9, 367–383.
Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 189–209). Hillsdale, NJ: Erlbaum.
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190.
Carlisle, J. F., & Stone, C. A. (2003). The effects of morphological structure on children’s reading of derived words. In E. Assink & D. Santa (Eds.), Reading complex words: Cross-language studies. New York: Kluwer.
Dawson, N., Rastle, K., & Ricketts, J. (2017). Morphological Effects in Visual Word Recognition: Children, Adolescents, and Adults.
Dawson, N., Rastle, K., & Ricketts, J. (2021). Finding the man amongst many: A developmental perspective on mechanisms of morphological decomposition. Cognition, 211, 104605.
Ebbels S. H. (2007). Teaching grammar to school-aged children with specific language impairment using shape coding. Child Language Teaching and Therapy, 23(1), 67–93.
Ebbels S. H., Maric N., Murphy A., & Turner G. (2014). Improving comprehension in adolescents with severe receptive language impairments: A randomised control trial of intervention for coordinating conjunctions. International Journal of Language & Communication Disorders, 49(1), 30–48.
Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46(1), 209– 240.
Falcaro M., Pickles A., Newbury D.F., Addis L., Banfield L., Fisher S.E., Monaco A.P., Simkin Z., Conti-Ramsden G.(2007). Genetic and phenotypic effects of phonological shortterm memory and grammatical morphology in specific language impairment. In Genes, Brain and Behavior (2008) 7: 393–402
Finestack L. H., & Satterlund K. E. (2018). Current practice of child grammar intervention: A survey of speech-language pathologists. American Journal of Speech-Language Pathology, 21(4), 1329–1351. https://doi.org/10.1044/2018_AJSLP-17-0168
Fowler, A. E., & Liberman, I. Y. (1995). The role of phonology and orthography in morphological awareness. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 157–188). Hillsdale, NJ: Erlbaum.
Gathercole, S.E. & Baddeley, A.D. (1989) Evaluation of the role of STM in the development of vocabulary in children: a longitudinal study. J Mem Lang 29, 336–360.
Hategan C., (2011). Abordari structuralist-integrate in terapia tulburarilor de limbaj si comunicare. Ed. Presa Universitara Clujeana
Henry, M. K. (1988). Beyond phonics: Integrated decoding and spelling instruction based on word origin and structure. Annals of Dyslexia, 38, 259–275.
Henry, M. K. (1993). Morphological structure: Latin and Greek roots and affixes as upper grade code strategies. Reading and Writing: An Interdisciplinary Journal, 5, 227–241
Henry, M. K. (1998). Structured, sequential, multisensory teaching: The Orton legacy. Annals of Dyslexia, 48, 3–26
Hestvick A., Epstein B., Schwartz R.G., Shafer V.L. (2021). Developmental Language Disorder as Syntactic Prediction Impairment. Front Commun (Lausanne). 2022 ; 6: doi:10.3389/fcomm.2021.637585
Lazaro M., Schreuder R., Aceituno V (2011). The processing of morphology in children with and without reading disabilities, in Revista de investigación en Logopedia 1 (2011) 76-86, disponibilă on-line: http://revistalogopedia.uclm.es
Leong, C. K. (1989). Productive knowledge of derivational rules in poor readers. Annals of Dyslexia, 39, 94–115.
McKay, Anna, „Language Sampling Methods for Early Adolescents with Specific Language Impairment” (2019). Honors College Capstone Experience/Thesis Projects. Paper 804. https://digitalcommons.wku.edu/stu_hon_theses/804
Montgomery J.W., Gillam R.B., Evans J.L. (2021). A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children With Developmental Language Disorder: Implications for Theory, Assessment, and Intervention. Language, Speech, and Hearing Services in Schools, Vol. 52, p. 449–446, April 2021
Nagy, W. E., & Anderson, R. C. (1984). The number of words in printed school English. Reading Research Quarterly, 19, 304–330
Schiff, R., Raveh, M., & Fighel, A. (2012). The development of the Hebrew mental lexicon: When morphological representations become devoid of their meaning. Scientific Studies of Reading, 16(5), 383– 403.
Singson, M., Mahoney, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing: An Interdisciplinary Journal, 12, 219–252.
Snyder, W.B. (1995). Language acquisition and language variation: the role of morphology. Lucrare de doctorat la Massachusetts Institute of Techology.
Walter J.A., Green L., Gibson F., (2013). Morphological Awareness Intervention in School-Age Children With Language and Literacy Deficits A Case Study, ȋn Top Lang Disorders Vol. 33, No. 1, pp. 27–41
Wiesman Weil L., Schuele M. (2019). A scholarly forum for guiding evidence-based practices in speech-language pathology, ȋn EBP Briefs, 13(5), 1–9. Bloomington, MN: NCS Pearson, Inc.
Windsor, J. (2000). The role of phonological opacity in reading achievement. Journal of Speech, Language, and Hearing Research, 43, 50–61.
Zwitserlood R., Wijnen F., van Weerdenburg M., & Verhoeven L. (2015). ‘MetaTaal’: Enhancing complex syntax in children with specific language impairment—A metalinguistic and multimodal approach. International Journal of Language & Communication Disorders, 50(3), 273–279. https://doi.org/10.1111/1460-6984.12131

Intervenţii interdisciplinare pentru dezvoltarea limbajului verbal la copiii cu dizabilităţi intelectuale

asttlr

Intervenţii interdisciplinare pentru dezvoltarea limbajului verbal la copiii cu dizabilităţi intelectuale

Interdisciplinary interventions for developing verbal language in children with intellectual disabilities

Oana PREDA
Abstract

This study offers an interdisciplinary approach to the development of verbal language and of learning strategies in the case of children with intellectual disabilities, especially Down syndrome and Williams syndrome. Based on the socio-constructivist theory, on differential pedagogy and on the mediated learning model, it was concluded that effective language development relies on early intervention stimulations, employing cognitive methods and personalized educational programs.

Keywords: intellectual disabilities, verbal language, early intervention, early stimulation, cognitive education

"/pdf
DOI: 10.26744/rrttlc.2022.8.1.04
Published on line: 03/31/2022

Reference
Carpentier, P. (2002). L’éducation cognitive en maternelle.
http://idem6080.lautre.net/spip.php?article5 (accesat în 29.08.2019)
Guidetti, M., Tourrette, C. (1999). Handicaps et développement psychologique de l’enfant. Paris, Armand Colin.
Hathazi, A., Roşan, A. (2015). Sindromul Down. În : A. Roşan (coord.). Psihpedagogie specială. Modele de evaluare şi intervenţie. Iaşi: Polirom: 322-339.
Miller, J. (1987). Language and communication characteristics of children with Down syndrome, în: S. Peuschel, C. Tingey, J. Rynders, A. Crocker & D. Crutcher eds.), New perspectives on Down syndrome, Baltimore, Brookes, p. 233-262.
Nader-Grosbois, N. (2006). Le développement cognitif et communicatif du jeune enfant. Bruxelles, De Boeck.
Paour, J.-L. (1991). Une conception intégrative de retard mental. Revue du C.E.R.F.O.P., 6, p. 45-70
Preda, V.R. (2004). Achiziţia, stimularea şi dezvoltarea limbajului la copiii cu sindrom Down. Societate şi Handicap, vol. VII, 2, p. 60-69.
***Programa activităţilor de educaţie senzorială şi cognitivă (2008). Bucureşti, Ministerul Educaţiei, Cercetării şi Tineretului.
Rondal, J.A. (1999). Retards mentaux, în: J.A. Rondal et X. Seron (sous la direction), Troubles du langage. Bases théoretiques, diagnostic et rééducation, Liège, Mardaga : 589-639.
Rondal, J.A. (2001). Développement et fonctionnement langagier, în: Manuel de Psychologie des handicaps. Hayen, Mardaga: 81-138.
Roşan A., Bălaş-Baconschi, C. (2015). Dizabilitatea intelectuală. În : A. Roşan (coord.). Psihpedagogie specială. Modele de evaluare şi intervenţie. Iaşi: Polirom: 99 – 133.
Rustin, L., Kuhr, A. (1992). Troubles de la parole et habilités sociales. Paris : Masson
Smith, B., Oller, K. (1981). A comparative study of pre-meaningful vocalizations produced by normaly developing and Down’s syndrome infants, Journal of Speech and Hearing Disorders, 46, p. 46-51.
Thibaut, J.P, Rondal, J.A., Kaens, A.M. (1995). Actionality and mental imagery in children’s comprehension of declaratives, Journal of Child Language, 23, p. 189-209.

Studiu privind activitățile de prevenire a tulburărilor de limbaj în grădinițe

asttlr

Studiu privind activitățile de prevenire a tulburărilor de limbaj în grădinițe

Investigative study regarding the prevention activities related with speech and language disorders in kindergartens

Simona Bianca ROȘCA
Abstract

The present research starts from the idea of preventing language disorders from an early age, given the results of previous research on the effectiveness of early interventions.
Following a preliminary documentation that consisted in the study of Romanian legislation, specialized literature, speech therapy aids, speech therapy software, sites with medical profile and special pedagogy, it was found an insufficient approach to prevention and we wanted to investigate what activities speech therapy teachers consider to be included in the concept of prevention. We also sought to find out to what extent speech therapists take into account the prevention part and what activities they carry out for this purpose. The results were limited and we see them from at least two perspectives: the small group of participants that led to limited data and the absence or quasi-absence of prevention in speech therapy, this being too little described in the literature and outlined as a methodology in school documents. The most common options chosen by language therapists for prevention were to carry out speech therapy activities in prevention groups under the age of 5 and to carry out information activities for educators and parents and only then screening activities

Keywords: communication skills, intellectual disabilities, verbal communication, special education, speech therapy, reading imagine
pdf
DOI: 10.26744/rrttlc.2021.7.1.05

Published on line: 31/03/2021

References:
Akhtar N, Carpenter M, Tomasello M. (1996). The role of discourse novelty in early word learning. Child Development;67(2):635-645.
Beitchman JH, Wilson B, Johnson CJ, Atkinson L, Young A, Adlaf E, Escobar M, Douglas L (2001). Fourteen year follow-up of speech/languageimpaired and control children: psychiatric outcome. Journal of the American Academy of Child and Adolescent Psychiatry; 40(1): p.75- 82.
Bodea Hațegan C., (2016). Logopedia, Terapia tulburărilor de limbaj structuri deschise, Ed. TREI, București ; p.542-617
Carr L, Johnston J.(2001). Morphological cues to verb meaning. Applied Psycholinguistics;22(4): p.601-618.
Clark EV. (1993). The lexicon in acquisition. New York, NY: Cambridge University Press
Fazio BB, Johnston JR, Brandl L. (1993). Relation between mental age and vocabulary development among children with mild mental retardation. American Journal of Mental Retardation; 97(5): p.541-546.
Hart B, Risley TR. (1995). Meaningful differencesin the everyday experience of young American children. Baltimore, Md: P.H. Brookes
Johnston JR, Slobin DI. (1979). The development of locative expressions in English, Italian, Serbo-Croatian and Turkish. 6(3): p.529-545. Journal of Child Language https://www.semanticscholar.org/paper/The-development-of-locative-expressions-in-English%2C-Johnston-Slobin/721df2634ad40251ba07d8005fed5b25ac4631cf
Law J, Rush R, Schoon I, Parsons S. (2009). Modeling developmental language difficulties from school entry into adulthood: Literacy mental health and employment outcomes. J Speech Lang Hear Res. ;52: p.1401–16. Consultat în 26 05 2020 https://pubmed.ncbi.nlm.nih.gov/19951922/
Leonard L. (1992). The use of morphology by children with specific language impairment: Evidence from three languages. In: Chapman RS, ed. Processes in language acquisition and disorders. St. Louis, Mo: Mosby Year book; p.186-201.
McGregor K, Friedman RM, Reilly RM, Newman RM. (2002). Semantic representation and naming in young children. Journal of Speech, Language, and Hearing Research ;45(2):p .332-346.
Morgans A, Ttofari Eecen K, Pezic A, Brommeyer K, Mei C, Eadie P, et al, (2017). Who to refer for speech therapy at 4 years of age versus who to watch and wait. J Pediatr. ;
Namazi M, Johnston J. (1997). Language performance and development in SLI. Paper presented at: Symposium for Research in Child Language Disorders; Madison, Wis.
Nelson KE, Camarata SM, Welsh J, Butkovsky L, Camarata M. (1996). Effects of imitative and conversational recasting treatment on the acquisition of grammar in children with specific language impairment and younger language-normal children, Journal of Speech and Hearing Research;39(4): p.850-859
Regina M., Cusson RNC, (2003). Factors Influencing Language Development in Preterm Infants, Journal of Obstetric, Gynecologic & Neonatal Nursing ,Vol.32, Nr. 3, 05, p.402-409 consultat în 18 03 2020
Trehub SE, Henderson JL.(1996). Temporal resolution and subsequent language development; Journal of Speech and Hearing Research 39(6):p.1315-1320.
Young AR, Beitchman JH, Johnson C, Douglas L, Atkinson L, Escobar M, Wilson B. (2002). Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children.; Journal of Child Psychology and Psychiatry and Allied Disciplines 43(5): p.635-645.

Dezvoltarea abilităților de comunicare la elevii cu dizabilități intelectuale

asttlr

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.

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;

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

asttlr

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.

pdf

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.

Particularități ale jocului didactic în activitățile de sprijin la elevii cu C.E.S

asttlr

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.

Implicaţiile abilităţilor psihomotorii asupra limbajului la copiii cu dizabilităţi intelectuale integraţi în învăţământul de masă

asttlr

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.

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

Particularități ale dezvoltării abilităților de comprehensiune verbală în contextul dizabilităților intelectuale la vârsta adolescenței

asttlr

Particularități ale dezvoltării abilităților de comprehensiune verbală în contextul dizabilităților intelectuale la vârsta adolescenței

Features in the development of verbal comprehension in the context of intellectual disabilities in adolescent age

Nicoleta Elena COVACI
Abstract

The research ”Particularities of the development of verbal comprehension skills in the context of intellectual disabilities at the age of adolescence” examines the level of linguistic skills in intellectually disabled 16 year old students who attend a form of special education. The testing of these students is difficult because the tests that can be employed to this kind of sample are scarce. The same situation is presented in the case of language therapy where most of the materials are applicable to a much younger age group.
In the introduction we have synthesized the main theories regarding language, and the importance of lsngusgr as a means of communication and also as a means of main psychological processes.

Keywords: intellectual disabilities, verbal comprehension, language skills, functional communication, language and communication disorders
pdf
DOI: 10.26744/rrttlc.2018.4.1.04

Published on line: 15/03/2018

References:

Anca, M. (coord.) (2011). Evaluarea şi intervenţia psihopedagogică – perspective integrative, Studii de psihopedagogie specială, Vol. IV, PresaUniversitarăClujeană, Cluj-Napoca;

Anca, M. (coord. şi ed.) (2010). Psihopedagogia specială între practică şi cercetare. Studii de psihopedagogie specială, Vol. III, Presa Universitară Clujeană:Cluj-Napoca;

Anca, M., Haţegan, C. (2008). Terapia limbajului: o abordare interdisciplinară. Presa Universitară Clujeană: Cluj-Napoca;

Bodea Hațegan, C. (2016). Logopedia – Terapia tulburărilor de limbaj. Structuri deschise, Editura Trei: București;

Bodea Hațegan, C. (2014). Proba de evaluare a abilităților morfologice în limba română.  Aplicații psiholingvistice,Volumul III, E-book,  Editura Argonaut: Cluj-Napoca;

Bodea Hațegan, C. (coord.) , Talaș, D. A. (coord.) (2016). Fluența verbală – Direcții teoretice și aplicații psihopedagogice, Volumul IV, Editura Argonaut: Cluj-Napoca;

Haţegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj şi comunicare, Presa Universitară Clujeană: Cluj-Napoca;

Popa, M.(2008), Statistica pentru psihologie. Teorie și aplicații SPSS, Ediția a II-a, Editura Polirom: Iași;

Preda, V. (coord.) (2007). Elemente de psihopedagogie specială:cercetări fundamentale şi  aplicative, Editura Eikon: Cluj-Napoca;

Roșan, A. (coord.) (2015). Psihopedagogie specială: modele de evaluare și intervenție, Editura Polirom: Iași;

Runceanu, L.E. (2007). Reprezentări sociale și atitudini față de persoanele cu dizabilități intelectuale în Elemente de psihopedagogie specială: cercetări fundamentale şi aplicative, Preda, V. (coord.) Editura Eikon: Cluj-Napoca;

Bateria PMA – Psitest Iași – achiziționată de FUAM Cabinet psihologie – 2003

Direction for approaching instrumental abilities for kindergarten students with intellectuals disabilities – case study

asttlr

Direcții de abordare a abilităților instrumentale la școlarul mic cu dizabilități intelectuale – studiu de caz

Direction for approaching instrumental abilities for kindergarten students with intellectuals disabilities – case study


Vancea CRISTINA
Abstract

Knowledge and description of specific processes of instrumental functions and their implications in the development and operation of young children with intellectual disabilities, the causes that give rise to instrumental disorders, the factors that determine the areas in which they can occur, are essential in leading the preparation intervention programs that stimulate instrumental skills deficits. Ensuring early detection and appropriate therapeutic intervention for children with intellectual disabilities will eliminate these instrumental function disorders or, at least, may diminish as a result of their negative influences on personality.
The paper will also present some evaluation and intervention methods for children with intellectual disabilities and instrumental function disorders for better inclusion in school and in the society; the methodology of this investigation is presented in a case-study.

Keywords: intellectual disabilities, school age children, instrumental functions, instrumental skill deficits
pdf

DOI: 10.26744/rrttlc.2016.2.2.04

Published on line: 15/10/2016

References:

Ajuriaguerra, J. de (1974). Manuel de psychiatrie de l`enfant, Paris: Masson.

Burlea, G. (2007). Tulburări ale limbajului scris-citit, Iași: Editura Polirom.

Botez, M.I. (1996). Neuropsihologie clinică și neurologia comportamentului, București: Editura Medicală.

Klees-Delange, M. (1972). Psychologic evaluation of motor disturbances in children, Acta   Paedriatic Belgique, 26(3), p. 89-111.

Kulcsar, T. (1978). Factorii psihologici ai reușitei școlare, București: Editura Didactică și Pedagogică.

Marosits, I. (1992). A diszlexia veszlyesztetetseg jelei az ovodaskorban, Fejleszto Pedagia, 1-2,         Budapest.

Sedlak, F., Sindelar, B. (2002). De jo, mar en is tudom, ELTE ED., Budapest.

http://www.sindelar.at/

https://annetharesseconsulting.wordpress.com

The development of the psychomotor abilities of the children with intellectual disabilities attending mainstream school

asttlr

Dezvoltarea abilităţilor psihomotorii la elevii de vârstă școlară mică cu dizabilităţi intelectuale integraţi în învăţământul de masă

The development of the psychomotor abilities of the children with intellectual disabilities attending mainstream school

Maria Cosmina CUCERZAN
Abstract

Integration of children with disabilities in mainstream school involves differantial approach and focuses on child` abilities. This means that the therapeutical approach is havily based on a thorough assesment sequence, assesment based on child`s abilities.
This article establishes in the first part the theoretical framework for the second part which presents the practical aprroach focused on psychomotor abilities in children with intellectual disabilities. The main psychomotor abilities, the basic concepts- body scheme, lateralisation, perception of time and space were assessed in order to be able to establish the future therapeutical coordinates of the intervention plan. The assesment procedure, as practical aspect was reinforced by the set of practical exercices throgh which the aim was that to ensure enriching children with new abilities. A case study was presented in order to particularize both the assessment procedure, as well as the intervention approach, so that this case study can be considered an example of a model of good practices in the field of intellectual disabilities.

Key words: psychomotor, personalized intervention, intellectual disabilities, perceptual-motor structures, school integration.

pdf

DOI: 10.26744/rrttlc.2016.2.2.06

Published on line: 15/10/2016

References:

Păunescu, C. (1997). Terapia educaţională integrată, București: Editura Pro Humanitate.

Preda, V. (2010). Suport curs, Terapie şi educaţie psihomotrică, Cluj-Napoca.

Radu, I. D., Ulici, Ghe., (2003). Evaluarea si educarea psihomotricităţii, Bucureşti: Editura Fundaţiei Humanitas.

Radu, I. D. (2000). Educaţia Psihomotorie a deficienţilor mintali, București: Editura Pro Humanitate.

Roşan, A., Bălaș Baconschi, C. (2015). Dizabilitatea intelectuală în Roșan, A. (coord.). Psihopedagogie specială. Metode de evaluare şi intervenţie, Iași: Editura Polirom, p.99-104.

Vlad, E. (2000). Evaluarea în actul educaţional-terapeutic, București: Editura Pro Humanitate