The purpose of this research was to describe the educational needs of children affected by rare genetic diseases resulting in nonspontaneous speech development delay and intellectual disability. The research adopted a qualitative approach using the case study method. The study subjects were two pre-school aged boys diagnosed with rare diseases (Cri du Chat syndrome and type III mucopolysaccharidosis), who functioned with moderate intellectual disability and delayed speech development. The conducted research determined that the diagnosed needs should be included in the existing special needs catalogue, but their profile as well as the process of their identification has an individualized character.
本研究的目的是描述受罕见遗传疾病影响的儿童的教育需求，这些疾病导致非自发性语言发育迟缓和智力残疾。本研究采用个案研究的定性研究方法。研究对象为两名诊断为罕见病(Cri du Chat综合征和III型粘多糖病)的学龄前男孩，患有中度智力残疾和语言发育迟缓。所进行的研究确定，诊断出的需求应该包括在现有的特殊需求目录中，但他们的概况以及他们的识别过程具有个性化的特征。
{"title":"Potrzeby edukacyjne dzieci w wieku przedszkolnym z niesamoistnym opóźnieniem rozwoju mowy i z rozpoznaną chorobą rzadką. Studia przypadków chłopców z zespołem Cri du Chat i mukopolisacharydozą typu III","authors":"Agnieszka Kamyk-Wawryszuk","doi":"10.24131/3724.180408","DOIUrl":"https://doi.org/10.24131/3724.180408","url":null,"abstract":"The purpose of this research was to describe the educational needs of children affected by rare genetic diseases resulting in nonspontaneous speech development delay and intellectual disability. The research adopted a qualitative approach using the case study method. The study subjects were two pre-school aged boys diagnosed with rare diseases (Cri du Chat syndrome and type III mucopolysaccharidosis), who functioned with moderate intellectual disability and delayed speech development. The conducted research determined that the diagnosed needs should be included in the existing special needs catalogue, but their profile as well as the process of their identification has an individualized character.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43449399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article addresses the situation of school-aged children who stutter. A definition of stuttering is presented, as well as the goals and the principles behind the therapeutic methods most frequently used in Poland. Most of the article is devoted to the idea of the comprehensive assistance for school-aged children who stutter. The article argues that therapeutic teams of speech therapists, parents, teachers, educators, and psychologists need to be established, and defines the scope of their activities. Some strategies are also described to help the people involved in such teams to assist the children who stutter.
{"title":"Kompleksowe wsparcie udzielane na terenie placówki szkolnej dziecku jąkającemu się","authors":"Maria Faściszewska","doi":"10.24131/3724.180405","DOIUrl":"https://doi.org/10.24131/3724.180405","url":null,"abstract":"The article addresses the situation of school-aged children who stutter. A definition of stuttering is presented, as well as the goals and the principles behind the therapeutic methods most frequently used in Poland. Most of the article is devoted to the idea of the comprehensive assistance for school-aged children who stutter. The article argues that therapeutic teams of speech therapists, parents, teachers, educators, and psychologists need to be established, and defines the scope of their activities. Some strategies are also described to help the people involved in such teams to assist the children who stutter.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44145922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Romani children, due to the ethno-cultural and social specificity of the community in which they are brought up, constitute a group of pupils who require special assistance in determining the course of their school education, as well as directed support in the area of psychological and pedagogical assistance (also in the area of speech therapy). Therefore, this article presents not only the specificity of the Romani community in Poland, but also – based on the example of Olsztyn – the activities conducted for the Romani inhabitants of this city and their children studying in selected schools operating in the city.
{"title":"Sytuacja edukacyjna dzieci ze środowiska romskiego – ze szczególnym uwzględnieniem potrzeb w zakresie terapii logopedycznej (na przykładzie miasta Olsztyna)","authors":"Marzenna Zaorska","doi":"10.24131/3724.180403","DOIUrl":"https://doi.org/10.24131/3724.180403","url":null,"abstract":"Romani children, due to the ethno-cultural and social specificity of the community in which they are brought up, constitute a group of pupils who require special assistance in determining the course of their school education, as well as directed support in the area of psychological and pedagogical assistance (also in the area of speech therapy). Therefore, this article presents not only the specificity of the Romani community in Poland, but also – based on the example of Olsztyn – the activities conducted for the Romani inhabitants of this city and their children studying in selected schools operating in the city.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45582308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents an analysis of the relationship between the functioning of working memory and the ability to synthesise words from phonemes by early school aged children. The author of the text emphasises the interaction of these processes, which are introduced into educational programmes. Both the task of memory stimulation and synthesising words from phonemes play an important role in the education of normally developing children, as well as those requiring special education. The source of data confirming this position is a study of 16 pupils with diagnosed developmental disorders who remained in therapy to improve their overall development. It was shown that stimulating the described processes is important and required at the preparatory stage of reading and writing.
{"title":"Pamięć a syntetyzowanie wyrazów z fonemów w wybranych programach edukacji wczesnoszkolnej na etapie przygotowującym do nauki czytania i pisania","authors":"Magdalena Harmacińska-Kowalewska","doi":"10.24131/3724.180402","DOIUrl":"https://doi.org/10.24131/3724.180402","url":null,"abstract":"The article presents an analysis of the relationship between the functioning of working memory and the ability to synthesise words from phonemes by early school aged children. The author of the text emphasises the interaction of these processes, which are introduced into educational programmes. Both the task of memory stimulation and synthesising words from phonemes play an important role in the education of normally developing children, as well as those requiring special education. The source of data confirming this position is a study of 16 pupils with diagnosed developmental disorders who remained in therapy to improve their overall development. It was shown that stimulating the described processes is important and required at the preparatory stage of reading and writing.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47391445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The ability of effective intercommunication is one of the basic competences that conditions the functioning of an individual in society. It helps not only with interpersonal understanding or expressing one’s own views or needs, but also in determining a separate identity, so in a more distant perspective, it enables development. Not developing interpersonal communication skills sentences a person to exclusion and solitude, and consequently to frustration or lowered self-esteem. Augmentative and alternative communication (AAC) allows dialogue and work to be established with persons with impaired speech development. Applying pictograms of the Sclera System is one form of AAC which makes it possible to effectively work with persons with disabilities in diverse ways.
{"title":"System Sclera – nowe narzędzie w komunikacji alternatywnej oraz sposoby jego wykorzystania w praktyce edukacyjnej i terapeutycznej","authors":"Magdalena Hinc-Wirkus","doi":"10.24131/3724.180411","DOIUrl":"https://doi.org/10.24131/3724.180411","url":null,"abstract":"The ability of effective intercommunication is one of the basic competences that conditions the functioning of an individual in society. It helps not only with interpersonal understanding or expressing one’s own views or needs, but also in determining a separate identity, so in a more distant perspective, it enables development. Not developing interpersonal communication skills sentences a person to exclusion and solitude, and consequently to frustration or lowered self-esteem. Augmentative and alternative communication (AAC) allows dialogue and work to be established with persons with impaired speech development. Applying pictograms of the Sclera System is one form of AAC which makes it possible to effectively work with persons with disabilities in diverse ways.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43409550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Selective mutism (SM) is a disorder consisting of the lack or limitation of verbal communication while maintaining speech understanding and the ability of the child to communicate with selected persons. It is usually manifested as a child’s fluent contact with people whom they trust and the lack of verbal communication in a situation or place that is uncertain for a child. This is the reason why SM most often affects students of pre-schools and primary schools. The aim of the article is to discuss the specificity of the disorder and the educational and specialised support offered to children/pupils with selective mutism. As the part of the work, tests were conducted to verify the intensity/extent to which the symptoms characteristic of SM occur. The conducted research allowed us to confirm the occurrence of symptoms representative of selective mutism.
{"title":"Wsparcie edukacyjne i specjalistyczne dla dzieci/uczniów z mutyzmem wybiórczym z perspektywy ich rodziców (na podstawie badań własnych)","authors":"P. Janowska","doi":"10.24131/3724.180404","DOIUrl":"https://doi.org/10.24131/3724.180404","url":null,"abstract":"Selective mutism (SM) is a disorder consisting of the lack or limitation of verbal communication while maintaining speech understanding and the ability of the child to communicate with selected persons. It is usually manifested as a child’s fluent contact with people whom they trust and the lack of verbal communication in a situation or place that is uncertain for a child. This is the reason why SM most often affects students of pre-schools and primary schools. The aim of the article is to discuss the specificity of the disorder and the educational and specialised support offered to children/pupils with selective mutism. As the part of the work, tests were conducted to verify the intensity/extent to which the symptoms characteristic of SM occur. The conducted research allowed us to confirm the occurrence of symptoms representative of selective mutism.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42508882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the need for an early assessment of the linguistic competence of deaf children using sign language, there are no instruments available for individuals who use Polish Sign Language (PSL). In order to encourage the development of such tools, this paper presents several instruments used to assess individuals using American Sign Language (ASL) and British Sign Language (BSL). These instruments assess various aspects of linguistic competence, including vocabulary, morphology, syntax, and metalinguistic awareness. The development of such tools would benefit children using PSL, who need early diagnosis and intervention to enhance their language outcomes.
{"title":"Kompetencje dzieci głuchych w posługiwaniu się językiem migowym – metody oceny i jej kliniczne znaczenie","authors":"P. Tomaszewski, A. Niedźwiecka, M. Majewska","doi":"10.24131/3724.180410","DOIUrl":"https://doi.org/10.24131/3724.180410","url":null,"abstract":"Despite the need for an early assessment of the linguistic competence of deaf children using sign language, there are no instruments available for individuals who use Polish Sign Language (PSL). In order to encourage the development of such tools, this paper presents several instruments used to assess individuals using American Sign Language (ASL) and British Sign Language (BSL). These instruments assess various aspects of linguistic competence, including vocabulary, morphology, syntax, and metalinguistic awareness. The development of such tools would benefit children using PSL, who need early diagnosis and intervention to enhance their language outcomes.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47154337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The sociocultural identity of deaf people is usually described in terms of the four dimensions in which it may be experienced, indicated by, among other things, the identification of deaf persons with hearing persons (the dimension: hearing), neither deaf nor hearing persons (the dimension: marginal), d/Deaf people (the dimension: deafness), both d/Deaf and hearing persons (the dimension: bicultural). We ask the questions: what is the sociocultural identity of deaf persons with a cochlear implant (CI), and is there a relationship between the sociocultural identity of a deaf person and self-esteem and other variables, including sociodemographic ones. The study involved 28 persons, prelingually deaf, aged between 18 and 40 years, highly competent in the spoken Polish language. The Deaf Identity Development Scale (N. Glickman), the Rosenberg Self-Esteem Scale and the Information Questionnaire were used in the study. The results show that deaf persons with a CI experience themselves as “bicultural” and “hearing” to the greatest extent, and decreased self-esteem is related only to those experiencing a “marginal” identity, that is, they lack a feeling of identity and belonging to both d/Deaf and hearing people.
{"title":"Tożsamość społeczno-kulturowa a samoocena osób głuchych z implantem ślimakowym komunikujących się w języku polskim fonicznym – badanie wstępne","authors":"Joanna Kobosko","doi":"10.24131/3724.180409","DOIUrl":"https://doi.org/10.24131/3724.180409","url":null,"abstract":"The sociocultural identity of deaf people is usually described in terms of the four dimensions in which it may be experienced, indicated by, among other things, the identification of deaf persons with hearing persons (the dimension: hearing), neither deaf nor hearing persons (the dimension: marginal), d/Deaf people (the dimension: deafness), both d/Deaf and hearing persons (the dimension: bicultural). We ask the questions: what is the sociocultural identity of deaf persons with a cochlear implant (CI), and is there a relationship between the sociocultural identity of a deaf person and self-esteem and other variables, including sociodemographic ones. The study involved 28 persons, prelingually deaf, aged between 18 and 40 years, highly competent in the spoken Polish language. The Deaf Identity Development Scale (N. Glickman), the Rosenberg Self-Esteem Scale and the Information Questionnaire were used in the study. The results show that deaf persons with a CI experience themselves as “bicultural” and “hearing” to the greatest extent, and decreased self-esteem is related only to those experiencing a “marginal” identity, that is, they lack a feeling of identity and belonging to both d/Deaf and hearing people.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42610453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article concerns dysarthric disorders in a 6-year-old patient with cerebral palsy (CP) and a congenital malformation syndrome. The author discusses some theoretical issues related to the aetiology, classification and general characteristics of CP, with particular reference to speech disorders. Then, the procedures of dysarthria diagnosis and the evaluation of the child’s language competence using selected research tools are described. In the last section, the author presents a therapy proposal.
{"title":"Diagnoza i terapia logopedyczna pacjenta dyzartrycznego z mózgowym porażeniem dziecięcym i zespołem wad wrodzonych. Studium przypadku","authors":"Krystian Manicki","doi":"10.24131/3724.180407","DOIUrl":"https://doi.org/10.24131/3724.180407","url":null,"abstract":"The article concerns dysarthric disorders in a 6-year-old patient with cerebral palsy (CP) and a congenital malformation syndrome. The author discusses some theoretical issues related to the aetiology, classification and general characteristics of CP, with particular reference to speech disorders. Then, the procedures of dysarthria diagnosis and the evaluation of the child’s language competence using selected research tools are described. In the last section, the author presents a therapy proposal.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41781035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students’ speech, language and communication disorders can occur as the main or only developmental problem or they can also be linked to other special educational needs. The educational law associates the former with the need for psychological and pedagogical services resulting from language competence deficits and disorders. The latter includes other difficulties, for example, most disabilities. Compensating for speech, language and communication problems is a major challenge for the education system, especially for pre-schools and public schools implementing inclusive education programmes. They can help children and pupils with these problems mainly through individual rehabilitation and speech therapy classes. However, it is difficult to identify the individuals requiring assistance, as well as to provide detailed diagnoses and design the support. This article aims to provide more information about these issues and to outline the broader educational context for the other articles in this issue of the journal.
{"title":"Wspomaganie uczniów z zaburzeniami mowy, języka i komunikacji w edukacji włączającej","authors":"Dorota Podgórska-Jachnik","doi":"10.24131/3724.180401","DOIUrl":"https://doi.org/10.24131/3724.180401","url":null,"abstract":"Students’ speech, language and communication disorders can occur as the main or only developmental problem or they can also be linked to other special educational needs. The educational law associates the former with the need for psychological and pedagogical services resulting from language competence deficits and disorders. The latter includes other difficulties, for example, most disabilities. Compensating for speech, language and communication problems is a major challenge for the education system, especially for pre-schools and public schools implementing inclusive education programmes. They can help children and pupils with these problems mainly through individual rehabilitation and speech therapy classes. However, it is difficult to identify the individuals requiring assistance, as well as to provide detailed diagnoses and design the support. This article aims to provide more information about these issues and to outline the broader educational context for the other articles in this issue of the journal.","PeriodicalId":32241,"journal":{"name":"Edukacja","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45002917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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