3 research outputs found
Development of Communicative Skills of Children with Alalia in the Condition of Multisensory Education
No full textSpeech is a main function, which has a defining meaning for the whole psychological development of the child as a personality. It is subordinate to the objective laws of language and runs through certain stages. At the same time without special and purposeful special-pedagogical intervention speech activity of children at preschool age with alalia isn’t realized spontaneously, preverbal forms of communication aren’t formed, either. One of the conditions is multisensory approach, which suggests using the whole structure of polimodal perception of the child – with the participation of the subdominant channels. In the article the main point of sensory integration is considered. The main focus is on the development of aural impressions, visual perception, tactile-kinesthetic emotions and sense perception, their role in the speech development of children with alalia. Multisensory approach contributes to the development and improvement of the communicative abilities of children with alalia
TYPOLOGY OF DYSGRAPHIA ERRORS IN PERFORMING THE WRITING TASK 'PRODUCING YOUR OWN TEXT' BY BILINGUAL PRIMARY-SCHOOL STUDENTS
No full textThe article presents the results of a field logopedic study of third- and fourth-grade bilingual students and the research material created by them while carrying out a writing task of producing a text of their own. The aim of the experiment is to analyze the quantitative and qualitative parameters of the dysgraphia errors in bilingual students (ethnic Roma and Turks) at the text level and on this basis to identify their typology and dependence on some linguistic and social factors. For the purposes of the research, a toolkit has been developed that includes groups of methods for the study of the following: the psychosomatic and the academic status, the elementary graphic habits; the phonemic gnosis; writing in different situations; identification and typologization of typographical errors through a criterion system. The results clearly show that the prevailing errors made by the bilinguals are analytic-synthetic. Regarding the other types of errors, significant differences have not been registered. The analysis of the results showed significant differences in terms of gender, ethnicity/language status and type of settlement
SPECIFIC FEATURES OF INTERPERSONAL COMMUNICATION IN DEAF CHILDREN
No full textUnder certain conditions, associated with the presence of early and significant hearing loss, there are some peculiarities observed in children's interpersonal communication. Their knowledge can serve as a guide for overcoming difficulties and maximizing successful communication. The present study is dedicated to identifying the peculiarities of communicative behavior and the type of interpersonal relationships between children with hearing impairments integrated into mainstream schools. The experiment involved 40 children, divided into two groups: control group (hearing children) and experimental group (deaf children). The Diagnostic toolkit contains 3 methodologies: the Raven progressive matrices for determining the level of nonverbal intelligence; a test for evaluation of communicative and initiating abilities, the T. Leary's psycho-diagnostic methodology for establishing interpersonal relationships in the subjects studied. The results of the first test revealed that the intellectual profile of 7-9-year-old students was significantly different from that of their hearing peers. The second test also found differences between the hearing and the deaf, but these were not statistically significant. The Leary test clearly showed that in the process of interpersonal communication, deaf children tend to be authoritarian, selfish, aggressive and suspicious of relationships. At the same time, their hearing peers seek to form an altruistic type of personal relationships
