Children with intellectual disabilities can freely orientate in everyday situations only if their orientation is properly developed. They can orient aided by their peers and the environment. However, the slightest change or complication of the route from one familiar place to another cause’s confusion and sometimes helplessness in the actions of children. Unlike their normally developing peers, children with intellectual disabilities cannot mentally imagine the location of the kindergarten and combine all its premises in one space. Neurophysiological mechanisms for children with mental development disorders defined as functional insufficiency of the left or right hemispheres and the features of intra - and interhemispheric interaction in the developments of mental functions. Children with intellectual disabilities or mental development disorders can freely circumnavigate in everyday situations only if this task is carried out in a situation which is known and familiar for them. However, the slightest change or complication of the route from one familiar place or space to another cause’s confusion and sometimes helplessness in the actions of children.
{"title":"BRAIN INTERHEMISPHERIC INTERACTION IN CHILDREN WITH MENTAL DISABILITIES WITH SPATIAL ORIENTATION DISORDERS","authors":"T. Azatyan","doi":"10.24234/se.v5i1.281","DOIUrl":"https://doi.org/10.24234/se.v5i1.281","url":null,"abstract":"Children with intellectual disabilities can freely orientate in everyday situations only if their orientation is properly developed. They can orient aided by their peers and the environment. However, the slightest change or complication of the route from one familiar place to another cause’s confusion and sometimes helplessness in the actions of children. Unlike their normally developing peers, children with intellectual disabilities cannot mentally imagine the location of the kindergarten and combine all its premises in one space. \u0000Neurophysiological mechanisms for children with mental development disorders defined as functional insufficiency of the left or right hemispheres and the features of intra - and interhemispheric interaction in the developments of mental functions. \u0000Children with intellectual disabilities or mental development disorders can freely circumnavigate in everyday situations only if this task is carried out in a situation which is known and familiar for them. However, the slightest change or complication of the route from one familiar place or space to another cause’s confusion and sometimes helplessness in the actions of children.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46223803","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}
This article aims to summarize and present the analysis of the results of the studies conducted by the inclusive working group of the Chess Research Institute in 2015-2021. Critical discourse analysis was used as a methodology for this study. The inclusive workgroup that functions in the Chess research institute at the Armenian State Pedagogical University has done a range of studies aimed at exploration of the issue of involvement and participation students with special educational needs (SEN) at chess lessons in 2-4 grades, finding out the attitude of chess teachers to learning chess by these students in conditions of total inclusion, and the effect of chess on the mental development of children with SEN. Analysis of the obtained data unveils the fact that there are still lots of effort to pay to provide equal involvement and participation of students with SEN alongside their peers and other studies are needed.
{"title":"OVERVIEW AND ANALYSIS OF THE INCLUSIVE WORKING GROUP ACTIVITY AT THE CHESS RESEARCH INSTITUTE","authors":"A. Charchyan, Lilit Karapetyan","doi":"10.24234/se.v5i1.282","DOIUrl":"https://doi.org/10.24234/se.v5i1.282","url":null,"abstract":"This article aims to summarize and present the analysis of the results of the studies conducted by the inclusive working group of the Chess Research Institute in 2015-2021. Critical discourse analysis was used as a methodology for this study. The inclusive workgroup that functions in the Chess research institute at the Armenian State Pedagogical University has done a range of studies aimed at exploration of the issue of involvement and participation students with special educational needs (SEN) at chess lessons in 2-4 grades, finding out the attitude of chess teachers to learning chess by these students in conditions of total inclusion, and the effect of chess on the mental development of children with SEN. Analysis of the obtained data unveils the fact that there are still lots of effort to pay to provide equal involvement and participation of students with SEN alongside their peers and other studies are needed.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45275096","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}
Many studies view inclusive education practices as having the potential to improve equal access to education, where the existing barriers are reduced. In mathematics specifically, it is believed that providing more opportunities to learn for learners with special educational needs can improve their performance and result in scaling down the mathematics achievement gap. A differing perspective from recent empirical research that focused on mathematics instruction involving learners with special educational needs in regular classroom settings, however, found that these learners did not benefit much in the mathematics lessons when equal opportunities to learn were provided. The present study reports on how learners with visual impairment perceive and engage with the teaching of mathematics in inclusive classrooms of Lesotho. The study follows a qualitative case study design using the framework of opportunity to learn (OTL) as the main theoretical resource through which conditions that facilitate effective teaching and learning of mathematics are examined. The article argues that what are often defined as opportunities to learn do not always translate into effective learning opportunities for learners with special educational needs. The opportunities to learn are mediated through the learners, who select what is and/or is not useful for them at a given point in time. Empowerment of both learners and teachers in the mediation of opportunities to learn will be a critical factor to ensure the success of interventions for inclusion in such mathematics classrooms.
{"title":"HOW VISUALLY IMPAIRED LEARNERS CONSTRUCT OPPORTUNITIES TO LEARN MATHEMATICS?","authors":"Setseetso Matobako, L. Jita","doi":"10.24234/se.v5i1.288","DOIUrl":"https://doi.org/10.24234/se.v5i1.288","url":null,"abstract":"Many studies view inclusive education practices as having the potential to improve equal access to education, where the existing barriers are reduced. In mathematics specifically, it is believed that providing more opportunities to learn for learners with special educational needs can improve their performance and result in scaling down the mathematics achievement gap. A differing perspective from recent empirical research that focused on mathematics instruction involving learners with special educational needs in regular classroom settings, however, found that these learners did not benefit much in the mathematics lessons when equal opportunities to learn were provided. The present study reports on how learners with visual impairment perceive and engage with the teaching of mathematics in inclusive classrooms of Lesotho. The study follows a qualitative case study design using the framework of opportunity to learn (OTL) as the main theoretical resource through which conditions that facilitate effective teaching and learning of mathematics are examined. The article argues that what are often defined as opportunities to learn do not always translate into effective learning opportunities for learners with special educational needs. The opportunities to learn are mediated through the learners, who select what is and/or is not useful for them at a given point in time. Empowerment of both learners and teachers in the mediation of opportunities to learn will be a critical factor to ensure the success of interventions for inclusion in such mathematics classrooms.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48039519","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 aim of this study was to investigate the participation problems in school activities of the learners with special educational needs in order to establish the possible ways of Occupational Therapy intervention in school settings in Armenia. In total 111 learners with special educational needs were observed and their participation in educational and non-educational activities was assessed using the "Occupational Therapy School Skills Assessment'' tool. Since the educational environment considered being crucial for the learners’ participation, the school environment was observed to determine the features facilitating or burdening their involvement in all kinds of school activities. Quantitative research methodology was used to outline and summarize the participation problems of learners with special educational needs for establishing the possible ways of Occupational Therapy intervention. The results of this study highlighted that in the inclusive school in Armenia the learners with special educational needs still had participation restriction and their involvement in educational and non-educational activities was limited due to lack of individual skills and abilities, as well as not adapted environmental conditions. Learners with physical dysfunctions (62%) experienced mobility problems and had significant difficulties performing self-care activities, about 65% were not able to take part in outdoor events, permanent support and assistance were required. For the learners with autistic spectrum disorder (50%) communication with peers and staff members was still challenging and participation in the educational process was not effective.
{"title":"THE PERSPECTIVE OF SCHOOL-BASED OCCUPATIONAL THERAPY INTERVENTION TO ENHANCE THE PARTICIPATION OF LEARNERS WITH SPECIAL EDUCATIONAL NEEDS IN SCHOOL ACTIVITIES","authors":"Gohar Hovyan, Zaruhi Harutyunyan","doi":"10.24234/se.v5i1.284","DOIUrl":"https://doi.org/10.24234/se.v5i1.284","url":null,"abstract":"The aim of this study was to investigate the participation problems in school activities of the learners with special educational needs in order to establish the possible ways of Occupational Therapy intervention in school settings in Armenia. In total 111 learners with special educational needs were observed and their participation in educational and non-educational activities was assessed using the \"Occupational Therapy School Skills Assessment'' tool. Since the educational environment considered being crucial for the learners’ participation, the school environment was observed to determine the features facilitating or burdening their involvement in all kinds of school activities. \u0000Quantitative research methodology was used to outline and summarize the participation problems of learners with special educational needs for establishing the possible ways of Occupational Therapy intervention. \u0000The results of this study highlighted that in the inclusive school in Armenia the learners with special educational needs still had participation restriction and their involvement in educational and non-educational activities was limited due to lack of individual skills and abilities, as well as not adapted environmental conditions. Learners with physical dysfunctions (62%) experienced mobility problems and had significant difficulties performing self-care activities, about 65% were not able to take part in outdoor events, permanent support and assistance were required. For the learners with autistic spectrum disorder (50%) communication with peers and staff members was still challenging and participation in the educational process was not effective. ","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49405841","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}
Pub Date : 2021-08-23DOI: 10.24234/se.2021.4.2.272
Ashot Shahinyan, M. Harutyunyan
The main aim of the following research paper is to identify and interpret the preconditions and instructions for the implementation of effective Occupational Therapy intervention during the use of orthopedic assistive devices. In trying to highlight the role, professional skills, and perspectives of the occupational therapist, it will be possible to identify the key provisions that, if applied, will encourage the maximum participation of a child with Cerebral Palsy in several activities that are meaningful to him/her, thereby improving his/her quality of life and well-being. The methodology of data collection, processing, and analysis of the research is based on a combined method approach, which allows combining quantitative data collection and use of quantitative methods to later conclude the data obtained through certain numerical patterns. Structural interviews and designed questionnaires were used with 50 children having Cerebral Palsy and their parents or caregivers. The results showed that today in Armenia, due to the problems of obtaining and using orthopedic assistive devices, as well as the lack of professional supervision and monitoring, it is limited or does not ensure the maximum independent participation of children with Cerebral Palsy in community life, self-care, and professional activities.
{"title":"Role of Occupational Therapy While Working with Cerebral Palsy Children Using Orthopedic Assistive Devices","authors":"Ashot Shahinyan, M. Harutyunyan","doi":"10.24234/se.2021.4.2.272","DOIUrl":"https://doi.org/10.24234/se.2021.4.2.272","url":null,"abstract":"The main aim of the following research paper is to identify and interpret the preconditions and instructions for the implementation of effective Occupational Therapy intervention during the use of orthopedic assistive devices. In trying to highlight the role, professional skills, and perspectives of the occupational therapist, it will be possible to identify the key provisions that, if applied, will encourage the maximum participation of a child with Cerebral Palsy in several activities that are meaningful to him/her, thereby improving his/her quality of life and well-being. \u0000The methodology of data collection, processing, and analysis of the research is based on a combined method approach, which allows combining quantitative data collection and use of quantitative methods to later conclude the data obtained through certain numerical patterns. Structural interviews and designed questionnaires were used with 50 children having Cerebral Palsy and their parents or caregivers. \u0000The results showed that today in Armenia, due to the problems of obtaining and using orthopedic assistive devices, as well as the lack of professional supervision and monitoring, it is limited or does not ensure the maximum independent participation of children with Cerebral Palsy in community life, self-care, and professional activities.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45691806","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}
Pub Date : 2021-08-23DOI: 10.24234/se.2021.4.2.276
Kristina Kharatyan
Nowadays autism spectrum disorders (ASD) are on the list of most frequent childish disorders. It is characterized by communicational, behavioural, and emotional difficulties, unique manifestations of cognitive processes, lack of communicational initiative. ASD is a developmental disorder that occurs in early childhood, persists into adulthood, and affects three areas of development: communication, social partnership, and behavior. So, when the means of communication are incomplete or absent, the normal course of the child's development is being disrupted, social adaptation becomes impossible. For the effective organization of speech therapy intervention of children, it is necessary to start child`s rehabilitation work as possible of the child's development: The author's long time professional experience (15 years) in working with these children indicates that one of the keys to the best effectiveness of communication and speech development is early intervention, which can be organized only after the early detection and diagnosis of children with ASD. One of the prerequisites for early diagnosis is to ensure the continuity of the awareness process among parents, which is the main goal of our article.
{"title":"The Analyses of Possible Indicators of Children With Autism Spectrum Disorders Early Diagnosis","authors":"Kristina Kharatyan","doi":"10.24234/se.2021.4.2.276","DOIUrl":"https://doi.org/10.24234/se.2021.4.2.276","url":null,"abstract":"Nowadays autism spectrum disorders (ASD) are on the list of most frequent childish disorders. It is characterized by communicational, behavioural, and emotional difficulties, unique manifestations of cognitive processes, lack of communicational initiative. ASD is a developmental disorder that occurs in early childhood, persists into adulthood, and affects three areas of development: communication, social partnership, and behavior. \u0000So, when the means of communication are incomplete or absent, the normal course of the child's development is being disrupted, social adaptation becomes impossible. For the effective organization of speech therapy intervention of children, it is necessary to start child`s rehabilitation work as possible of the child's development: \u0000The author's long time professional experience (15 years) in working with these children indicates that one of the keys to the best effectiveness of communication and speech development is early intervention, which can be organized only after the early detection and diagnosis of children with ASD. \u0000One of the prerequisites for early diagnosis is to ensure the continuity of the awareness process among parents, which is the main goal of our article.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43760582","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}
Pub Date : 2021-08-23DOI: 10.24234/se.2021.4.2.270
Zdenka Šándorová
The education of school children and university students with special educational needs is enabled mainly due to the creation of an inclusive educational environment. In the Czech Republic, inclusive educational environment support is being carried out from an early age within the framework of social services. Within this scope, this analytical paper describes the inclusive environment of the university and the disability support services provided. At the same time, the article focuses mainly on the issues of the inclusive environment within university education and describes the situation at the University of Pardubice in the Czech Republic. Results of the situation analyses are showing that providing the students with special educational needs with access to university studies leads to an equality of their educational opportunities
{"title":"Special Educational Support for University Students in the Czech Republic","authors":"Zdenka Šándorová","doi":"10.24234/se.2021.4.2.270","DOIUrl":"https://doi.org/10.24234/se.2021.4.2.270","url":null,"abstract":"The education of school children and university students with special educational needs is enabled mainly due to the creation of an inclusive educational environment. In the Czech Republic, inclusive educational environment support is being carried out from an early age within the framework of social services. Within this scope, this analytical paper describes the inclusive environment of the university and the disability support services provided. At the same time, the article focuses mainly on the issues of the inclusive environment within university education and describes the situation at the University of Pardubice in the Czech Republic. \u0000Results of the situation analyses are showing that providing the students with special educational needs with access to university studies leads to an equality of their educational opportunities","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43392972","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}
Pub Date : 2021-08-23DOI: 10.24234/se.2021.4.2.275
Anna Aslanyan
Early diagnosis of various speech disorders and the process of timely organization of speech therapy intervention has remained in the limelight․ Using the sensitive areas of child development for effective speech therapy intervention period, taking into consideration the fact that each stage of development creates a basis for further development was highly recommended. It is known that the diagnosis or assessment is based on the examination of the child, detailed anamnestic data collected, which presents the features of the child’s early development, starting from prenatal, natal, and postnatal development. In this case, it is very important to pay attention to the existence of harmful effects that occurred during pregnancy, traumas occurred, asphyxia, etc. It is a fact that early diagnosis of various speech disorders in children, as well as the organization of appropriate speech therapy intervention, allows avoiding more complex problems that may arise already at school age. Based on this the main aim of this paper is to review the existing literature in regards to organization education of children with speech disorders and speech therapy assessment and intervention within this frame and analyze the standpoint of different authors and sources.
{"title":"Peculiarities of Organizing the Education of Children With Speech Disorders from the Perspective of Speech Therapy Assessment and Intervention","authors":"Anna Aslanyan","doi":"10.24234/se.2021.4.2.275","DOIUrl":"https://doi.org/10.24234/se.2021.4.2.275","url":null,"abstract":"Early diagnosis of various speech disorders and the process of timely organization of speech therapy intervention has remained in the limelight․ Using the sensitive areas of child development for effective speech therapy intervention period, taking into consideration the fact that each stage of development creates a basis for further development was highly recommended. \u0000It is known that the diagnosis or assessment is based on the examination of the child, detailed anamnestic data collected, which presents the features of the child’s early development, starting from prenatal, natal, and postnatal development. In this case, it is very important to pay attention to the existence of harmful effects that occurred during pregnancy, traumas occurred, asphyxia, etc. It is a fact that early diagnosis of various speech disorders in children, as well as the organization of appropriate speech therapy intervention, allows avoiding more complex problems that may arise already at school age. \u0000Based on this the main aim of this paper is to review the existing literature in regards to organization education of children with speech disorders and speech therapy assessment and intervention within this frame and analyze the standpoint of different authors and sources. ","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49249907","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}
Pub Date : 2021-08-23DOI: 10.24234/se.2021.4.2.271
Armine Hakobyan, Zaruhi Harutyunyan
This research aims to explore the awareness of parents of children with autistic spectrum disorder about rehabilitation services developing self-care skills. A quantitative research method was used in this work, which allows to form knowledge based on precise logic, mathematical-statistical calculations. The study included an online and paper-based questionnaire survey where 35 parents of children with autistic spectrum disorder have participated. The use of the quantitative method for data collection and analysis made it possible to rigorously adhere to the aim and the objectives of the study as well as to obtain objective results, test the accuracy of the hypothesis, and establish causation. The summary of the results showed that the majority of parents of children with autistic spectrum disorder (81.8%) have a clear idea of the services aimed at improving self-care activities and realize the importance of performing them independently. For 6.7% of parents, it was important that their children can perform self-care activities independently, but they did not take steps in that direction, and only 26.7% wanted to seek professional help. However, as parents of children with autistic spectrum disorder, select rehabilitation services for enhancing their children’s skills, being aware of appropriate services, and suitable intervention approaches were considered to be important points for approving children’s future independent life.
{"title":"The Importance of Self-Care Skills Development for Children With Autistic Spectrum Disorder From the Parents’ Perspective","authors":"Armine Hakobyan, Zaruhi Harutyunyan","doi":"10.24234/se.2021.4.2.271","DOIUrl":"https://doi.org/10.24234/se.2021.4.2.271","url":null,"abstract":"This research aims to explore the awareness of parents of children with autistic spectrum disorder about rehabilitation services developing self-care skills. A quantitative research method was used in this work, which allows to form knowledge based on precise logic, mathematical-statistical calculations. The study included an online and paper-based questionnaire survey where 35 parents of children with autistic spectrum disorder have participated. The use of the quantitative method for data collection and analysis made it possible to rigorously adhere to the aim and the objectives of the study as well as to obtain objective results, test the accuracy of the hypothesis, and establish causation. \u0000The summary of the results showed that the majority of parents of children with autistic spectrum disorder (81.8%) have a clear idea of the services aimed at improving self-care activities and realize the importance of performing them independently. For 6.7% of parents, it was important that their children can perform self-care activities independently, but they did not take steps in that direction, and only 26.7% wanted to seek professional help. However, as parents of children with autistic spectrum disorder, select rehabilitation services for enhancing their children’s skills, being aware of appropriate services, and suitable intervention approaches were considered to be important points for approving children’s future independent life. ","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47500548","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}
Pub Date : 2021-01-01DOI: 10.24234/se.2021.4.2.274
Zh. A. Paylozyan
This paper aims to test the influence of premorbid verbal intelligence on the nature of aphasia and spontaneous speech recovery and to study the role of a micro-social environment on the effectiveness of speech rehabilitation. The quantitative and qualitative methods of analyses as well as special parameters to determine characteristics of the communicative-speech environment and the degree of its influence on the process of speech recovery were selected. A total of 65 patients with aphasia have been selected to study the effect of multilingualism on the efficacy of speech therapy. Family members of 150 patients with aphasia were interviewed to find out the micro-social environment effects on the process of aphasia rehabilitation and to inquire about a correlation between the degrees of involvement of the patient's environment in the process of speech therapy. The factor of multilingualism and factor of the communicative-speech environment are interrelated with each other and the choice and appropriate use of language by the patients with aphasia need to be controlled from the outside.
{"title":"Factors Affecting the Efficacy of Aphasia Rehabilitation","authors":"Zh. A. Paylozyan","doi":"10.24234/se.2021.4.2.274","DOIUrl":"https://doi.org/10.24234/se.2021.4.2.274","url":null,"abstract":"This paper aims to test the influence of premorbid verbal intelligence on the nature of aphasia and spontaneous speech recovery and to study the role of a micro-social environment on the effectiveness of speech rehabilitation. The quantitative and qualitative methods of analyses as well as special parameters to determine characteristics of the communicative-speech environment and the degree of its influence on the process of speech recovery were selected. A total of 65 patients with aphasia have been selected to study the effect of multilingualism on the efficacy of speech therapy. Family members of 150 patients with aphasia were interviewed to find out the micro-social environment effects on the process of aphasia rehabilitation and to inquire about a correlation between the degrees of involvement of the patient's environment in the process of speech therapy. The factor of multilingualism and factor of the communicative-speech environment are interrelated with each other and the choice and appropriate use of language by the patients with aphasia need to be controlled from the outside.","PeriodicalId":33774,"journal":{"name":"Armenian Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68810959","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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