Afazia în contextul multilingv: Abordare din perspectivă psiholingvistică

Afazia în contextul multilingv: Abordare din perspectivă psiholingvistică

Aphasia in multilingual context-a psycholingusitic approach

Mălina ȘOGOR

To begin with, the first sign depicted on people with aphasia is a language disorder, acquired after a damage to the central nervous. The existing studies in this area explain the roots of aphasia throughout a medical and phonological perspective, while the psycholinguistic approach is considerably more narrowed.
Taking into consideration the increasing number of people who are speaking more than one language and who are at risk of developing a medical condition that can lead to aphasia and other associated communication deficiencies, it is critical for speech-language pathologists to assess the situation from different angles, particularly to incorporate medical, linguistic and psycholinguistic viewpoints.
The aim of this article is emphasizing the main approaches which are being addressed in explanation of language production and understanding how bilingual persons are affected by aphasia, whereas a complex and multilingual approach is crucial to be taken into consideration during the intervention.

Keywords: communication, speech and language therapy, multiple disabilities, reflection journal, individualised approaches


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Specificul activităților de terapia limbajului și a comunicării în contextul dizabilității multiple: strategii și resurse personalizate

Specificul activităților de terapia limbajului și a comunicării în contextul dizabilității multiple: strategii și resurse personalizate

The SLT specificity in multiple disabilities: personalized strategies and resources


Students with multiple disabilities may present many challenges regarding their development in areas such as cognition, language and communication, social interaction, emotional abilities, literacy, or behaviour. The speech and language therapist is a member of the multidisciplinary team which assesses, plans, and implements specific intervention programs for children with multiple disabilities. Most of these children are strongly dependent on their parents, teachers, or therapists for every activity they carry out through the day. Depending on their communication behaviour or patterns with a certain partner, children with multiple disabilities require individualized and/or personalized programmes of communication which may include specific strategies. This paper will present the differences between individualised and personalized approaches and will propose a reflective-based tool for assessment and intervention centred on developing communication abilities for children with multiple disabilities.

Keywords: communication, speech and language therapy, multiple disabilities, reflection journal, individualised approaches


Published on line: 03/31/2022

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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

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.


DOI: 10.26744/rrttlc.2020.6.1.07

Published on line: 15/03/2020


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Speech therapy approaches

Direcţii logopedice de evaluare şi intervenţie în contextul sindromului Laurence-Moon-Bardet-Biedel

Speech therapy approaches for assessment and intervention in Laurence-Moon-Bardet-Biedel syndrome

Cecilia MACRI
This article presents a case study of Laurence-Moon-Bardet-Biedel syndrome. The main objectives of this research are to underline the developmental features and to propose an assessment and intervention approach focused on speech and language therapy in the situation of this rare syndrome. Results demonstrated that an adequate assessment, focused on basic concepts and a specific individualized intervention approach can ensure functional development even if the pathology is complex.
Keywords: multiple disabilities, Laurence-Moon-Bardet-Biedel syndrome, individualized therapeutic approach, speech and language therapy

DOI: 10.26744/rrttlc.2015.1.1.03

Published on line: 15/10/2015


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