Etichetă: verbal communication

Studiu privind activitățile de prevenire a tulburărilor de limbaj în grădinițe

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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:
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Bodea Hațegan C., (2016). Logopedia, Terapia tulburărilor de limbaj structuri deschise, Ed. TREI, București ; p.542-617
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Dezvoltarea abilităților de comunicare la elevii cu dizabilități intelectuale

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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:
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Bodea-Hațegan, C. (2014). Probă de evaluare a abilităților morfologice în limba română. Aplicații psiholingvistice, E-book, Editura Argonaut, Cluj-Napoca.
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Dezvoltarea competențelor socio-afective ale adolescenților cu dizabilități de auz în contextul provocărilor determinate de mediul de comunicare

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Dezvoltarea competențelor socio-afective ale adolescenților cu dizabilități de auz în contextul provocărilor determinate de mediul de comunicare


Developing the socio-affective competences of adolescents with hearing disabilities in the context of the challenges determined by the communication environment

Ioana-Letiția ȘERBAN; Sonia Antonela LUPU

Abstract

This article presents a study of quality of life for hearing impaired and deaf adolescents and emphasizes the impact of the type of communication that they employ on different aspects of their cognitive, linguistic and social development. In the first part, the paper presents the theoretical framework, as well as a literature review of previous studies regarding quality of life for hearing impaired and deaf youth. The second part presents the study, describing the instrument used, the method and the results. The findings of this investigation reveal that hearing impaired and deaf students that learn in a boarding school setting in the special education system are more inclined to use sign language and to interact with their hearing impaired and deaf peers, and less willing to engage in activities with hearing people that involve verbal communication, thus diminishing their linguistic and social development.

Keywords:hearing impaired adolescents, quality of life, verbal communication, sign language
pdf
DOI: 10.26744/rrttlc.2019.5.2.05
References
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Hintermair, M. (2011). Health-related quality of life and classroom participation of deaf and hard-of-hearing students in general schools. Deaf Stud Deaf Edu, 254–271.
Huang, C.-H., Wang, T.-F., Tang, F.-I., Chen, I.-J., & Yu, S. (2017). Development and validation of a Quality of Life Scale for elementary school students. International Journal of Clinical and Health Psychology.
Lupu, S.A. (2017). Calitatea vieții elevilor adolescenți cu dizabilități de auz școlarizați în regim de internat. Lucrare de licență; Specializarea Psihopedagogie specială, Facultatea de Psihologie și Științe ale Educației, Universitatea Babeș-Bolyai, Cluj-Napoca.
Meyer, A., Sie, K., Skalicky, A., & al., e. (2013). Quality of life in youth with severe to profound sensorineural hearing loss. JAMA Otolaryngol Head Neck Surg, 294–300.
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Streufert, A. M. (2010). Quality of life measure for adolescents and children with hearing loss. Independent Studies and Capstones, 2-38.
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