Etichetă: intellectual disability

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
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.

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
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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.

Dezvoltarea deprinderilor de scris-citit prin metoda Meixner în contextul dizabilității intelectuale

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Dezvoltarea deprinderilor de scris-citit prin metoda Meixner în contextul dizabilității intelectuale

Developing reading and reading skills through the Meixner method in the context of intellectual disability

Nona BĂDESCU-FETCHE
Abstract

In this paper, we will be overlooking the complex process of reading and writing in intellectually disabled students and the development of these processes through the use of the Meixner method of intervention. Knowing that learning reading and writing is directly dependent on the development of speech, spatial-temporal orientation as well as perception and the processes of attention and memory, along with, as stated in DSM-5th edition, the association of these disorders to learning disorders (non-dependent on intellectual disability), we can easily see the imperative need to use intervention methods, as is Meixner, to correct and enhance language development; Language development, or the lack of development, to be more precise is in fact, one of the primary predictors of reading and writing impairments in students that have intellectual disabilities, thus seen in: a poor vocabulary, slow, difficult reading rhythms, replacing, omitting or adding certain letters or syllables. This, has various and tremendous impacts in all areas of life, if the student does not receive the proper care and specialized intervention as early as possible (early intervention).
In the present case study we will notice how a young female student, with intellectual disability, delayed expressive language acquisition and mixed instrumental disorders, along with reading – writing disorder benefits from a Meixner intervention, achieving impressive results, coming to aid in her difficulty, improving the present disorders in reading – writing / language development, instrumental disorder, having achieved a more active vocabulary, better abilities of focusing on tasks, having remarkable results even in some behavioral aspects (classroom integration, social integration, social abilities, social communication).

Keywords: reading, writing, intellectual disability, Meixner method, intervention, learning disabilities, case study.
pdf

DOI: 10.26744/rrttlc.2017.3.2.11

Published on line: 31/10/2017

References:

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Bartok, E. (2011). Joc-Bucurie- Ochi strălucitori, culegere de jocuri de dezvoltare a abilităților pentru copiii dislexici și cei predispuși la dislexie, Târgu Mureș: Editura Mentor.

Bartok, E. coord. (2010). Eu citesc mai bine, îndrumător pentru tratarea tulburărilor lexico-grafice, Târgu-Mureș: Editura Mentor.

Bodea Hațegan, C. (2015). Tulburările de limbaj și comunicare în Roșan, A. coord (2015). Psihopedagogie specială, modele de evaluare și intervenție, Iași: Polirom.

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

Gagyi, E. (coord.).(2005). Eu citesc mai bine!- îndrumător pentru tratarea tulburărilor lexico-grafice, Târgu-Mureș: Editura Hoppa.

Paul, R. (2007). Language disorders from infancy through adolescence: assesment and intervention, 3rd edition, Canada: Mosby Elsevier.

 

Strategii de dezvoltare a comprehensiunii verbale la copiii cu dizabilitate intelectuală

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Strategii de dezvoltare a comprehensiunii verbale la copiii cu dizabilitate intelectuală

Verbal comprehension development strategies for children with intellectual disabilities

Anca PĂȘCUȚĂ
Abstract

This article studies the verbal comprehension on children with intellectual disability and the ways speech therapy can influence its development, as well as verbal memory and semantic lexical abilities.
A well-defined intervention program speech and language therapy, adapted to the particularities of the child with intellectual disability focused on clear and well-structured objectives, can have quicker results and can be obtained in a much more enjoyable way for children.

Keywords: communication, intellectual disability, verbal comprehension, lexical representations, speech and language therapy
pdf

DOI: 10.26744/rrttlc.2017.3.2.12

Published on line: 31/10/2017

References:

Anca, M. (2002). Logopedie, Cluj Napoca: Presa Universitară Clujeană.

Anca, M. (2003). Metode şi tehnici de evaluare a copiilor cu CES, Cluj-Napoca: Presa Universitară Clujeană.

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

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

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

Bodea Haţegan, C. (2015). Tulburările de limbaj şi comunicare, în Roşan, A. (2015). Psihopedagogia specială, Modele de evaluare şi intervenţie, Iaşi: Polirom.

Haţegan, C. (2009). Modalităţi de evaluare şi dezvoltare a competenţei morfologice, Teză de doctorat, nepublicată, Cluj-Napoca: Universitatea Babeș-Bolyai.

Hărdălău, L. (2011). Culegere de jocuri logopedice, Oradea: Editura Primus.

Stackhouse, J., Pascoe, M., Gardner, H. (2006). Intervention for a child with persisting speech and literacy difficulties: A psycholinguistic approach, Advances in Speech–Language Pathology, 8(3): 231 – 244,

https://www.researchgate.net/publication/232035870_Intervention_for_a_child_with_persisting_speech_and_literacydifficulties_A_psycholinguistic_approach

Verza, E. (1983). Disgrafia și terapia ei, București: Editura Didactică și Pedagogică.

Vlad, E. (1999). Evaluarea în actul educațional terapeutic, București: Editura Prohumanitate.