Integrarea școlară și socială a elevilor cu CES prin strategii psihopedagogice

Integrarea școlară și socială a elevilor cu CES prin strategii psihopedagogice

Aspects of social and educational inclusion of children with special educational needs through psychopedagogical strategies

Alina ILIȘUAN (GALACZI)
Abstract

This paper presents the importance of using psychopedagogical strategies in educational activities, for a better integration of students with special educational needs (with intellectual disabilities) in school and in society.
The theoretical part includes notions about psycho-pedagogical intervention strategy in the context of intellectual disability and in the context of fluency reading difficulties and poor comprehension for students with special educational needs (with intellectual disabilities). I presented a theoretical approach for reading fluency and psychopedagogical applications in the act of reading.
The research part includes 5 case studies for students with special educational needs (with intellectual disabilities), integrated in regular education. The general objective of the paper was to analyze the effectiveness of using the personalized intervention program, as a psycho-pedagogical intervention strategy for the development of fluency and comprehension in the act of reading, for students with special educational needs. In conclusion the relationship between the development of fluency and comprehension skills in the act of reading and the school and social integration of students with Special Educational Needs was mentioned, which is reflected in the increase in school results and has implicitly beneficial effects on the school and social integration of these students.
Keywords:reading fluency, reading comprehension, psychopedagogical intervention strategy, Special Educational Needs
pdf
DOI:10.26744/rrttlc.2024.10.1.07
Published on line: 03/31/2024
References

Bodea Hațegan, C., Talaș, D. (2016).Fluența verbală. Direcții teoretice și aplicații psihopedagogice”, editura Argonaut, Cluj- Napoca.
Bodea Hațegan, C., Talaș, D., Trifu R. N. (2022). Proba de evaluare și antrenare a fluenței în citire”, Editura ASTTLR, Cluj Napoca.
Bodea Hațegan, C., (2016).Logopedia. Terapia tulburărilor de limbaj și comunicare”, editura Presa Universitară Clujeană, Cluj- Napoca.
Cain, K., (2012).Abilitatea de a citi. Dezvoltare și dificultăți”, Editura ASCR, Cluj-Napoca.
Gherguț, A. (2006).Psihopedagogia persoanelor cu cerințe speciale”, editura Polirom, Iași.
Roșan, A., David, C., (2019).Intervenții psihopedagogice în tulburări specifice de învățare”, Editura Polirom, Iași.
Verza, E., Păun E., (1998).Educația integrată a copiilor cu handicap”, Asociația RENINCO, România.
Vrășmaș, T. (2014) wwwrenico.ro Educația incluzivă. Aspirații și realități.pdf

Dezvoltarea abilităților lexico – semantice în contextul dificultăților de învățare

Dezvoltarea abilităților lexico – semantice în contextul dificultăților de învățare

Developing lexical-semantic abilities in the context of learning disabilities

Adina SÂNGEREAN
Abstract

This article presents different concepts and theories related to learning difficulties, dyslexia, reading fluency and reading comprehension. It also presents the results obtained by applying the PEAFC and the Crichton Scale. The initial assessment was made in December 2016, and the second one in May 2017. The two assessments let us emphasize the specificity of the difficulties encountered in reading fluency and in reading comprehension.

Keywords: : reading fluency, reading comprehension, learning difficulties, lexical-sematic difficulties, Crichton Scale, PEAFC(Probe for Assessing and Training Reading Fluency)
pdf
DOI: 10.26744/rrttlc.2018.4.1.08

Published on line: 15/03/2018

References:

Anca, M. (2007). Metode şi tehnici de evaluare a copiilor cu CES, Cluj-Napoca: Presa Universitară Clujeană.

Batchelor, E. S., Dean, R. S. (1991). Neuropsychological assessment of learning disabilities in children.In Neuropsychological Foundations of Learning Disabilities, ed.J.B.Obrzut & G.W. Hynd ,pp.309-29, New-York: Academic Press.

Bartoli, J. S. (1990). On Defining Learning and Disability:Exploring the Ecology, Journal of Learning Disabilities, nr.23 (December):628-631

Link: http://journals.sagepub.com/doi/10.1177/002221949002301011

Bodea Haţegan, C., Talaş, D.A. (2016). Fluenţa verbală. Direcţii teoretice şi aplicaţii psihopedagogice, Cluj-Napoca: Editura Argonaut.

Cain, K. (2012). Abilitatea de a citi, Cluj-Napoca: Editura Dacia ASCR.

Chard, D. J., Vaughn, S., Tyler, B. J.(2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities, Journal of Learning Disabilities, 35, 386-406.

Cunnigham, A. E, Stanovich, K. E. (1997). Early reading aquizition and its relation to reading experience and ability 10 years later, Devepolment Psychology, 33:-934-45.

David, C. (2015). Tulburările de învăţare, Roşan, A.(coord.). Psihopedagogie specială, Iași : Polirom, p 244-270.

Gherguţ, A. (2005). Sinteze  de psihopedagogie specială,Ghid pentru concursuri şi examene de obţinere a gradelor didactice, Iaşi: Editura Polirom

Hallahan, D. P., Mercer, C. D. (2001). Learning Disabilities:Historical Perspectives, Washington,DC Lucrare elaborată pentru Office of Special Education Programs: US Departament  of Education și prezentată la OSEP `s LD Summit Conference, Washington,DC

Houck, C., & Sherman, A. (1979). The mainstreaming current flows two ways. Academic Therapy nr.15, 133-140.

Link: http://journals.sagepub.com/doi/10.1177/105345127901500201

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Kirk, S. A.,Mc Carthy,J.J & Kirk,W.D. (1968). The Illinois Test of Psycholinguistic Abilities.Revised Edition. Urbana, Ill:University of Illinois Press

La Berge, D., Samuels, S. F. (1974). Toward a theory of automatic information precessing in reading: Cognitive Psychology, 239-323.

Perfetti, C. A. (1985). Reading ability, New-York: Oxford University Press.

Raduly-Zorgo, E. (2010). Studenții dislexici. Ghid pentru profesori, Cluj-Napoca: Presa Universitară Clujeană.

Wagner, R. (2011). Assessment of word reading and reading fluency in English, Encyclopedia of Language and Literary Development (pp.1-8) London, ON: Western Univesity, Retrived September 25, 2013.

Wolf, M., Katzir-Cohen, T.(2001). Reading fluency and its internention, Scientific Studies of Reading, 211-239.

***http://k12_reader.com/what-is-reading-fluency

*** DSM-5 (2013). Manual de diagnostic şi clasificare statistică a tulburărilor mintale, American Psychiatric Association, București: Editura Medicală Callisto.

Evaluarea diagnostică a fluenței în citire

Evaluarea diagnostică a fluenței în citire

Diagnostic evaluation of reading fluency

Teodora Lavinia GABRIAN
Abstract

This study presents the results of reading fluency ability in2nd class students as measured with PEAFC (Probe for Assessing and Training Reading Fluency). The results demonstrate a significant improvement in reading fluency for all the participants. PEAFC helps the teacher or the therapist to monitor the progress and to present the progress the students made to the students and to the parents. The results can be presented in a graphic for a better understanding

Keywords: reading fluency, test, dyslexia, dysgraphia.
pdf

DOI: 10.26744/rrttlc.2017.3.2.09

Published on line:31/10/2017

References:

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

Asociația Americană a Psihiatrilor și Psihologilor (2016). DSM-5-Manual de diagnostic și clasificare statistică a tulburărilor mintale, București: Editura Medicală Callisto.

Bercea (Matei), I. V. (2016). Dezvoltarea fluenței citirii la școlarii mici diagnosticați cu dificultăți specifice de învățare- lucrare de dizertație, Cluj-Napoca: Universitatea Baeș-Bolyai.

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

Bodea Haţegan, C., Talaş, D. (coord.) (2016). Fluenţa verbală. Direcţii teoretice şi aplicaţii psihopedagogice, Argonaut Publishing, Cluj-Napoca

But, A, (2013). Îmbunătațirea fluenței citirii la elevii de clasa a II a-prin aplicarea probei P.E.A.F.C.- lucrare de dizertație, Cluj-Napoca: Universitatea Baeș-Bolyai.

Dascălu-Jinga, L., (2001). Melodia vorbirii în limba română. București: Editura Univers Enciclopedic.

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

LaBerge, D., Samuels, S.J. (1974). Toward a theory of automatic information process in reading. Cognitive Psychology, 6, 293-323

Perfetti, C. A., (1985). Reading Ability. New York: Oxford University Press.

Reading features in stuttering context

Particularităţile citirii la elevii cu bâlbâială

Reading features in stuttering context

Ana SABOU (BUT)
Abstract

The purpose of this article is to underline the main features of reading a case study of the children diagnosed with stuttering. Thus, in this article is presented a case study, which contains an assessment process and intervention approach focused on reading fluency in the context of stuttering. Results demonstrated that an adequate assessment and intervention can ensure functional development in reading fluency even in stuttering cases.

Key words: stuttering, reading fluency, case study, assessment, intervention, functional development.
pdf

DOI:10.26744/rrttlc.2016.2.1.07

Published on line: 15/03/2016

References:

Anca, M. (2007). Logopedie.  Cluj-Napoca: Editura Presa Universitară Clujeană.

Boşcaiu, E. (1983). Bâlbâiala. Prevenire şi tratament. București: Editura Didactică şi Pedagogică.

Boşcaiu, E. (1973). Prevenirea şi corectarea tulburărilor de vorbire în grădiniţele de copii.  București: Editura Didactică şi Pedagogică.

Hanrahan, A., McSweeny, C. (2003). 101 Reading Activities. A Multisensory Approach. USA: Editura LinguiSystems.

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

Peneş, M. (2000). Manualul de Limba şi literatura română pentru clasa a III-a. București: Editura Ana.

Van Hout, A., Estienne, F. (1996). Les bégaiements. Histoire, psychologie, évaluation, variétès, traitements. Paris: Editura Masson

Developing reading fluency for first grade pupils

Dezvoltarea fluenței citirii în clasa I

Developing reading fluency for first grade pupils

Crina Maria IANCU
Abstract

This study presents the results of reading fluency ability in five first grade students as measured with PEAFC (Probe for Assessing and Training Reading Fluency). The first evaluation was made in the beginning of the school year, in September 2014, and the second evaluation was seven months later, in April, 2015. The results demonstrate a significant improvement in reading fluency for all the participants. PEAFC helps the teacher or the therapist to monitor the progress and to present the progress the students made to the students and to the parents. The results can be presented in a graphic for a better understanding.

Key words: first grade, reading fluency, PEAFC (Probe for Assessing and Training Reading Fluency), Precision Teaching
pdf

DOI: 10.26744/rrttlc.2015.1.1.10

Published on line: 15/10/2015

References:

Bodea Haţegan, C., Talaş, D. (coord.)(2014). Fluenţa verbală. Direcţii teoretice şi aplicaţii psihopedagogice, Cluj-Napoca: Presa Universitară Clujeană.

Verza, E. (1983). Disgrafia şi terapia ei, Bucureşti: Editura Didactică şi Pedagogică.

Chard, D.J., Vaughn, S., & Tyler, B.J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386-406.

XXX, (2014). Programa şcolară pentru disciplina COMUNICARE ÎN LIMBA ROMÂNĂ clasa pregătitoare, clasa I şi clasa a II-a, Ministerul Educaţiei Naţionale.

http://www.linkslearning.k12.wa.us/reading_links/readingmanuals/FLUENCYFACILITATOR.pdf

http://www.k12reader.com/what-is-reading-fluency/