Etichetă: intellectual disability

Profilul de dezvoltare al abilităților lingvistice în contextul dizabilității intelectuale

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Profilul de dezvoltare al abilităților lingvistice în contextul dizabilității intelectuale

Development profile of language skills in the context of intellectual disability

Ionela Andreea HICIU
Abstract

This article investigates the particularities of oral language development (phonetic-phonological, morphological, semantic, and syntactic aspects) in students with intellectual disability (ID). Intellectual Disability is characterized by significant limitations in both cognitive function and adaptive behavior (conceptual, social, and practical skills), with an onset before the age of 18. The psychopedagogical profile of these students is often marked by a reduced vocabulary, slow intellectual development, a tendency toward concrete thinking.The study involved four students from the „Rudolf Steiner” Inclusive Education School Center in Hunedoara. A comprehensive methodological approach was used, including the „Pași prin lumea sunetelor” App for articulation , the T50 Technique , the Words Eminus Platform (for lexical, phonological, and morphosyntactic skills) , the Alice Descoeudres Test for determining the psychological age of language , the Phonological Processing Test (ASTTLR) , and the Mean Length of Utterance (MLU) analysis.
The results confirmed significant developmental delays, with participants exhibiting a psychological language age much lower than their chronological age. Articulation difficulties were particularly noted with fricative and affricate consonants. Lexical and semantic deficits were reflected in a limited active vocabulary, especially for abstract concepts, and a slow retrieval of labels. Syntactically, while MLU scores ranged from 5.38 to 6.42 morphemes, indicating some ability to use morphological structures, speech production often contained short, concrete sentences and grammatical inaccuracies.
In conclusion, the study highlights the complexity of linguistic profiles in the context of Intellectual Disability and emphasizes the need for specialized, corrective-compensatory interventions to improve functional language abilities and social integration

Keywords: MLU, intellectual disability, semantic development
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DOI:10.26744/rrttlc.2025.11.2.07
Published on line:10/31/2025

Implicații ale utilizării metodelor activ-participative în lucrul cu textul la elevii cu dizabilități intelectuale ușoare și moderate

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Implicații ale utilizării metodelor activ-participative în lucrul cu textul la elevii cu dizabilități intelectuale ușoare și moderate

Implications of Employing Active and Participatory Teaching Methods in Text-Based Learning for Students with Mild and Moderate Intellectual Disabilities

Ioana-Letiția ȘERBAN, Andrea HATHAZI, Sebastian-MARTIN HALLE
Abstract

The learning process represents a complex experience and children often encounter diverse difficulties and specific challenges. For children with intellectual disabilities these difficulties may range from mild to severe and can manifest either temporarily or persistently affecting different developmental areas. Special education teachers must be prepared to implement specific models of educational support which are personalized for each SEN student. According to their level of reading, students with mild and moderate intellectual disability develop individualized approaches towards the written text, using either phonological or orthographical strategies depending on their decoding skills. Reading comprehension is an active process shaped by the interaction between the reader’s abilities and the complexity of the text.
Objectives of the study: (1)To adapt the Cube Teaching Method and the Lotus Blossom Method for students with mild and moderate intellectual disabilities, with the aim of implementing these approaches in reading instruction. (2) To assess reading comprehension across four texts taught using these methods and to compare the results in order to identify potential differences in effectiveness between the two approaches.
Results: Both adapted methods were effective in enhancing reading comprehension. The Cube Teaching Method yielded slightly higher scores, particularly in recalling text details and constructing accurate sentences.

Keywords: teaching methods, reading comprehension, intellectual disability
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DOI:10.26744/rrttlc.2025.11.2.08
Published on line:10/31/2025

Program de activități bazate pe terapia prin muzică pentru îmbunătățirea abilităților de comunicare la elevii cu dizabilitate intelectuală

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Program de activități bazate pe terapia prin muzică pentru îmbunătățirea abilităților de comunicare la elevii cu dizabilitate intelectuală

The use of a music therapy program to improve communication in students with intellectual disability

Cristina BĂLAȘ-BACONSCHI, Mihaela ȚAMBREA
Abstract

The development of language competence, of verbal skills and the enhancement of verbal communication in children with intellectual disabilities that leads to school and social inclusion requires a complex approach. Expressive language in children with intellectual disabilities is significantly related to verbal comprehension, to vocabulary, and also to the language difficulties of those children and to their early involvement in intervention programs. The present study is focused on the use of a music therapy program for five students with intellectual disabilities, communication difficulties and behavior disorders due to different causes, aged between 11 and 12. Measures before and after the implementation of the program were used to assess the psychological age of language and auditive understanding of language, the results showing significant improvements of verbal and non-verbal communication, the students proving in the same time a greater desire to interact with peers. As a result, students also acquired a greater ability of using gestures, mimics and other forms of non-verbal communication.

Keywords: intellectual disability, communication, expressive language, music therapy plan
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DOI:10.26744/rrttlc.2025.11.1.05
Published on line: 03/30/2025

Program de intervenție pentru îmbunătățirea competențelor în citire la elevii cu dizabilitate intelectuală moderată

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Program de intervenție pentru îmbunătățirea competențelor în citire la elevii cu dizabilitate intelectuală moderată

Intervention program for improving reading skills in students with moderate intellectual disability

Cristina BĂLAȘ-BACONSCHI, Mihaela MIHAIL, Daniel RUS, Gheorghe-Marian NICOLAE
Abstract

The purpose of this study was to improve reading skills in young schoolchildren with moderate intellectual disability through specialized intervention. Eight students diagnosed with moderate intellectual disabilities, aged between 11 and 13 years old, from three different counties, attending special education in the 3rd and 4th grades, participated in this study. The intervention program lasted for 40 sessions, each 45 minutes long. Three aspects of reading (accuracy, fluency and comprehension) were measured repeatedly, during six assessment sessions, using two standardized assessment tools, validated for the Romanian population: Reading Fluency Assessment and Training Test (PEAFC) and Romanian Language Morphological Abilities Assessment Test (PEAMLR). Following the application of the intervention program, significant progress was observed in terms of the speed of recognizing syllables and words and linking them in utterances, increasing the percentage of reading accuracy, by increasing the number of words read correctly and reducing reading errors, enriching and activating vocabulary, improving grammatical skills, forming reasoning and inductive and deductive inferential skills, increasing motivation for reading. The results obtained confirm the research hypothesis: the intervention program improved the reading skills of the beneficiary students.
Keywords: intellectual disability, reading skills, reading accuracy, reading fluency, written language comprehension, intervention program.
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DOI: 10.26744/rrttlc.2024.10.2.03
Published on line: 10/31/2024

Relația dintre dezvoltarea limbajului și psihomotricitate în contextul dizabilității intelectuale

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Relația dintre dezvoltarea limbajului și psihomotricitate în contextul dizabilității intelectuale

TThe relation between language development and psychomotricity in the context of intellectual disability

Crina Ramona POP
Abstract

This research is divided in two parts: the theoretical part and the practical part. The theoretical part aimed some essential elements, as definitions, classifications, characteristics of intellectual disability, language disorders and psychomotricity disorders.
The practical part contains the research methodology, objectives, assumption, the description of the participants (subjects) and the methods and the materials used. Next the expound section of the design, the interventions plan and the conclusions resulted after the carry on activities.
Like is shown in the title, the research was headed to identify the implications that psychomotricity disorders exert upon the language disorders on children with intellectual disability. The language and the psychomotricity represent two essential elements of the life and it is important to know the manner of their interactions and implications upon the children with intellectual disability. More is significant to discover the most efficient method of intervention to contribute in this way at the elimination or at least at the reduction of the complications. Here I got the conclusion that the most efficient method of intervention is to group the language activities with the psychomotricity activities. Of course, all the activities are organized in an attractive manner based on games so that they captivate and motivate the children to take part operatively in the activities. After the intervention plans were applied it was established the improvement of the children in the language and psychomotricity abilities.

Keywords:intellectual disability, psychomotricity elements, relationship, language development, the multidisciplinary team
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DOI:10.26744/rrttlc.2024.10.1.10
Published on line: 03/31/2024
References
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Albu, C., Albu, A., Vlad, T.L., Iacob, I., (2006). Psihomotricitatea, Editura Insitutul European: Iași.
Anca, M.D., (2002). Logopedie, Presa Universitară Clujeană: Cluj-Napoca..
Avramescu, M.D., (2006). Defectologie și logopedie, Editura Fundației României de mâine: București.
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.
Bodea Hațegan, C., Talaș, D. (2015). Aplicația „Pași prin lumea sunetelor!”
Bodea Hațegan, C. (2014). Proba de evaluare a abilităților morfologice în limba română”, Cluj-Napoca: Editura Argonaut
Gherguț, A. (2011). Evaluare și intervenție psihoeducațională. Terapii educaționale, recuperatorii și compensatorii. Editura: Polirom, Iași.
Gherle, Ș., (2008). Și eu vreau să vorbesc corect!- Minighid logopedic, Editura Imprimeria Ardealului: Cluj – Napoca.
Gherguț, A. (2011). Evaluare și intervenție psihoeducațională. Terapii educaționale, recuperatorii și compensatorii. Editura: Polirom, Iași.
Gherle, Ș., (2008). Și eu vreau să vorbesc corect!- Minighid logopedic, Editura Imprimeria Ardealului: Cluj – Napoca.
Moldovan, I., (2006). Corectarea tulburărilor de limbaj, Editura Presa Universitară Clujeană: Cluj – Napoca.
Piaget, J., Inhelder, B.,(2005). Psihologia copilului, Editura Cartier: Chişinău.
Popovici, D.,(2000). Dezvoltarea comunicării la copiii cu deficiențe mintale, Editura Pro Humanitate: București.
Preda, V., (2007). Elemente de psihopedagogie specială, Editura Eikon: Cluj- Napoca.
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Vrăsmaş, E., Stănică, C., (1997). Terapia tulburărilor de limbaj – intervenţii logopedice, Editura Didactică şi Pedagogică: Bucureş

Strategii de dezvoltare a memoriei verbale în contextul dizabilității intelectuale ușoare

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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
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Îmbunătățirea procesării fonologice prin intermediul structurilor ritmate la copiii care prezintă dizabilitate auditivă

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Îmbunătățirea procesării fonologice prin intermediul structurilor ritmate la copiii care prezintă dizabilitate auditivă

The improvement of phonological processing through rhymmed structures for children with hearing impairments

Ofelia Amalia RADU
Abstract

This article presents a study conducted on 9 and 10-year-old students with hearing impairments from a special educational setting in Cluj-Napoca, Romania. In the first part there is a theoretical framework that sustained the study and its objectives, while in the second part the reader can find the steps and specific interventions that took place and that were detailed in five case studies. After the literature research and after the objectives were defined the study developed as follows: the participants completed an evaluation of their phonological awareness through specific tests, an analysis of the results was drawn and based on it, specific intervention designs were built on working with poetry. The interventions were meant to correct the phonological processing problems that have been identified on the first analysis. For the final evaluation the same test was used as in the first one and the data were compared in order to highlight the progress for each participant as well as for the whole group

Keywords: intellectual disability, interactive methods, the Romanian language lesson
pdf
DOI: 10.26744/rrttlc.2019.5.2.06

References:
Anca, M. (2003). Metode şi tehnici de evaluare a copiilor cu CES. Cluj-Napoca: Presa Universitară.
Anthony, J., & Lonigan, C. (2004). The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children. Preluat de pe ResearchGate: https://www.researchgate.net/publication/232424044_The_Nature_of_Phonological_Awareness_Converging_Evidence_From_Four_Studies_of_Preschool_and_Early_Grade_School_Children
Fresch, M., & Harrison, D. (2013). Playing With Poetry to Develop Phonemic Awareness. Preluat de pe ResarchGate: https://www.researchgate.net/publication/275696575_Playing_With_Poetry_to_Develop_Phonemic_Awareness
Haţegan, C. (2013). Procesarea fonologică – delimitări teoretice şi aspecte practice. În R. Adrian, Cartea Albă a Psihopedagogiei Speciale. Cluj – Napoca.
Haţegan, C. B. (2014). Abordări terapeutice ale limbajului: perspective actuale. Cluj-Napoca: Presa Universitară Clujeană.
Radu, O. (2015). Poezii cu litere vesele. Cluj-Napoca: Imprimeria Ardealul.
Rozorea, A. (2003). Deficientele senzoriale din perspectiva psihopedagogiei speciale. Bucureşti: Ex Ponto.
Schuele, C., & Boudreau, D. (2008). Phonological awareness intervention – beyond the basics Language. Speech and Hearing Services in Schools.
Stănică, I., & Popa, M. (1994). Elemente de psihopedagogia deficienţilor de auz. Bucureşti: INREIPH.
Torgesen, J., & Mathes, P. ( 1998, reprinted in 2001). What every teacher should know about phonological awareness. Preluat pe iulie 2019, de pe Phonological booklet Florida Department of Education Division of Public Schools and Community Education Bureau of Instructional Support and Community Services: https://pdfs.semanticscholar.org/a70c/3de902303b58743db1c3d42ed70833824eca.pdf

Specificul dezvoltării abilităților de comunicare pragmatică în contextul dizabilității intelectuale

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Specificul dezvoltării abilităților de comunicare pragmatică în contextul dizabilității intelectuale

The specific of the development of pragmatic communication skills in the context of intellectual disability

Nona BĂDESCU-FETCHE
Abstract

This article presents a case study regarding Down syndrome and the difficulties that appear due to pragmatic communication disorder in the day to day life of persons with Down syndrome. Having difficulties in the area of pragmatic communication suggests the lack of functional communication, with impact on an individuals social life, human interractions, establishing and maintaining significant relationships, along with having difficulties in understanding speech, waiting for one`s turn, listening, starting, maintaining or ending a conversation.
Through specific speech therapy interventions, we can see in this case study how pragmatic communication can be trained by focusing on communication skills, articulation and pronuntiation exercises, with significant impact on the individuals self-esteem issues and the diminuation of dezadaptative behaviours characteristic to Down Syndrom

Keywords: pragmatic communication disorder, Down syndrome, intellectual disability, speech and language therapy, case study
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DOI: 10.26744/rrttlc.2018.4.2.05

Published on line: 31/10/2018

References:
Anca, M. (2003). Metode și tehnici de evaluare a copiilor cu cerințe educaționale speciale, Cluj-Napoca: Editura Presa Universitară Clujeană.

Bodea-Hațegan, C. (2016). Logopedia- terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.

Bodea-Hațegan, C., Talaș, D, Trifu-Soare R. (2016). Tulburarea de comunicare socială (pragmatică) – (TCSP). Studiu ilustrând percepția specialiștilor în terapia limbajului din România, Cluj-Napoca: RRTTLC, nr. 2/2016, pag 1-11. DOI: 10.26744/rrttlc.2016.2.2.02

Dewart, H. (1995). The pragmatics profile of everyday communication skills in children – Manual, retrieved from http://complexneeds.org.uk

Kuder, S. (1997). Teaching students with language and communication disabilities Needham Heights: Editura Allyn & Bacon

Leinonen, E. (2000). Children`s pragmatic communication difficulties, London: Whurr Publishers

Paul, R. (2001). Language disorders from infancy through adolescence. Assessment & intervention, St. Louis: Mosby

Particularități ale limbajului oral la elevii cu dizabilități intelectuale

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Particularități ale limbajului oral la elevii cu dizabilități intelectuale

Particularities of oral language in students with intellectual disabilities

Maria POP
Abstract

This article studies the particularities of spoken language in students with intellectual disabilities and the importance of a complex language assessment in order to structure a personalized intervention program for speech and language therapy. Hereby language is being evaluated in all its aspects: phonetic, phonological, morphological, semantic and syntactic.
Personalized intervention programs will be structured depending on the results obtained at the tests, the individual particularities of the children and the type and severity of intellectual disability. The personalized intervention program is the basis of speech and language therapy

Keywords: pragmatic communication disorder, Down syndrome, intellectual disability, speech and language therapy, case study
pdf

DOI: 10.26744/rrttlc.2018.4.2.06

Published on line: 31/10/2018

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

Bodea Hațegan, C. (2014). Proba de evaluare a abilităților morfologice în limba română”, Cluj-Napoca: Editura Argonaut.

Bodea Hațegan, C., Talaș, D. (2015). Aplicația „Pași prin lumea sunetelor!”

Gherguț, A. ( 2013 ).Sinteze de psihopedagogie specială. Ghid pentru concursuri și examene de obținere a gradelor didactice, Iași: Editura Polirom

Hațegan, C. (2011). Abordări structuralist – integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Editura Presa Universitară Clujeană.

Hărdălău, L., Drugaș, I. (2010). Logopedie prin jocuri și exerciții”, Oradea: Editura Primus.

Roșan, A. (2016). Prefață, în Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei, p. 11.

Szanto, E., Dobre, E. ( 2017 ). Cum să învăț să vorbesc. Emiterea, corectarea și exersarea sunetelor la copiii cu dizabilitate auditivă”, Cluj-Napoca: Editura Risoprint, Cluj – Napoca.

Resursă web: http://kidsopia.com/

Strategii de dezvoltare a auzului fonematic în contextul dizabilității intelectuale

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Strategii de dezvoltare a auzului fonematic în contextul dizabilității intelectuale

Strategies to empower phonemic hearing in the context of intellectual disability

Liana Angela MUȘUȚAN
Abstract

Following the systematic observations made in the work with preschoolers with intellectual disabilities, we found that their basic trait is the deficient phonemic hearing and the delay in its development. This paper aims to present some ways to stimulate and develop phonemic hearing through a mobile application. The mobile application aims to develop perception, attention, memory and hearing discrimination. This was applied to a consortium of 24 participants, of which 10 preschoolers who achieved average and inferior results were included in a three-month therapy program. Following implementation of the tablet application, the results of the preschoolers improved at all stages of the program.

Keywords: phonemic hearing, intellectual disability, mobile application, pre-school, language

pdf

DOI: 10.26744/rrttlc.2017.3.2.03

Published on line: 31/10/2017

References:

Alper, S., Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and Synthesis of the Literature, Journal of Special Education, 47-61.

Ayres, K.M, Mechling, L., Sansosti, F. J. (2013). The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: considerations for the future of school psychology, Considerations For The Future of School Psychology, Psychology in the schools, 50, 259–271.

Bodea Hațegan, C., (2013). Tulburări de voce și vorbire. Evaluare și intervenție, Cluj-Napoca: Presa Universitară Clujeană.

Hațegan, C., (2011). Abordări structuralist – integrate în terapia tulburărilor de limbaj și comunicare, Cluj –Napoca: Presa Universitară Clujeană.

Gherguț, A. (2007). Sinteze de psihopedagogie specială. Iaşi: Editura Polirom.

McNaughton D., Light J, (2013). The iPad and mobile technology revolution: benefits and challenges for individuals who require augmentative and alternative communication, Journal of Augmentative and alternatice Communication, 29, 107-116.

Moldovan, I., (2006). Corectarea tulburărilor limbajului oral. Cluj-Napoca: Presa Universitară Clujeană.

Roșan, A., Bălaș Baconschi, C. (2015). Dizabilitatea Intelectuală, în Roșan, A. (Coord.), Psihopedagogie Specială. Modele de evaluare și intervenție, București: Editura Polirom, 99-122.

Stephenson, J., Limbrick, L., (2013). A review of the use of touch screen – mobile devices by the people with developmental disabilities, Journal of Autism and Developmental Disorders. 45(12): 3777-91.

Talaș, D., A. (2013). Noi direcţii în terapia tulburărilor de limbaj. Aplicaţii pentru ios şi android . Cartea Albă a Psihopedagogiei Speciale. Coordonator Adrian Roșan, Departamentul de Psihopedagogie Specială.