scholarly journals Nauczanie (o) składni a kompetencja językowo-komunikacyjna uczniów z ASD

2021 ◽  
Vol 19 ◽  
pp. 47-60
Author(s):  
Helena Balcerek
Keyword(s):  
Core Curriculum ◽  
Communicative Competence ◽  
Language Teaching ◽  
Current System ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Special Educational Needs ◽  
Normative Approach ◽  
Teaching Language ◽  
Polish Language

The aim of the article is to point out the deeper problem of language teaching — teaching school grammar (on the example of syntax), which is associated more with teaching about the language than the language itself. In the current core curriculum, language teaching is not connected to communicative competence — the ability to create oral and written statements. It has caused the regression in Polish language didactics and the return to the discussion of teaching language or/and teaching about the language in modern primary school. Subjective, functional, and communicative approach in teaching language is really important when teaching children with Autism Spectrum Disorder, and that is why the current system-normative approach in school discourse should be reflected upon. If the subjectiveness and individualisation of teaching as well as special educational needs and abilities of students with ASD are considered in this reflection, the conclusion emerges — the need to remodel the method of organising the language teaching process.

scholarly journals Rozumieć przestrzeń. O Miejscu Andrzeja Stasiuka

2019 ◽  
Vol 28 ◽  
pp. 37-49
Author(s):  
Małgorzata Wójcik-Dudek
Keyword(s):  
Secondary Schools ◽  
Short Story ◽  
Core Curriculum ◽  
Language Teaching ◽  
Young Readers ◽  
Polish Language

The author attempts to interpret Andrzej Stasiuk’s short story Miejsce, which was included in the new core curriculum of Polish language teaching in secondary schools. The aim of the article is to demonstrate that the theme of the place inscribed in Stasiuk’s work can be perfectly described thanks to the adoption of a hermeneutical mode of reading, which will not only emphasize the importance of the phenomenology of space inscribed in the interpreted text, but will also show young readers how Heidegger’s being in the place translates into building one’s own identity.

To Develop the Sense of Activity Through Play in Children With Autism Spectrum Disorders

2020 ◽  
pp. 174-195
Author(s):  
Víctor del Toro Alonso ◽  
Mónica Jiménez-Astudillo ◽  
Pilar Gutiez-Cuevas
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Special Educational Needs ◽  
Depth Interview ◽  
The Social ◽  
Ideal Tool ◽  
Spectrum Disorders ◽  
Social Communicative

Play is an ideal tool for enhancing the development of children with autism spectrum disorders (ASD). It is important to know their possibilities and to develop play activities that permit the special educational needs of these children to be addressed in an adequate way. Therefore, a case study is presented with two children and a two-year follow-up period during which the authors observe which aspects the development has evolved and if it is possible to increase the sense of the activity in these children using play as an educational response. The results are accompanied by an in-depth interview with the teachers of the students over the two-year period. An improvement in areas of development is evidenced in the social, communicative, symbolic, and anticipation and flexibilization dimensions during the two years immersed in a play methodology, supported by the structuring of routines and task spaces. Also, an evolution of the sense of the activity and the development of functional play is observed.

scholarly journals Tomasza Szumskiego poglądy normatywne w dziele Dokładna nauka języka i stylu polskiego .

2020 ◽  
pp. 26-38
Author(s):  
Marian Bugajski
Keyword(s):  
Language Teaching ◽  
Assessment Criteria ◽  
Rhetorical Tradition ◽  
Teaching Language ◽  
Language Communication ◽  
History Of ◽  
Polish Language ◽  
Popular Work ◽  
Communication Behaviours ◽  
Text Construction

Tomasz Szumski’s prescriptive views in the work Dokładna nauka języka i stylu polskiego (Learning the Polish language and style thoroughly) Summary The aim of this paper is to present Tomasz Szumski’s prescriptive views. Dokładna nauka języka i stylu polskiego (Learning the Polish language and style thoroughly) is not a highly popular work, yet one deserving attention as it combines a grammatical description of the Polish language with the rules governing its use, including a lecture on communication behaviours. It is a systematic and a clearly prescriptive lecture of good Polish, where the author distinguishes three levels of command of the language. It includes not only a description of grammatical rules but also guidance regarding proper pronunciation, text construction and delivery. The rules formulated by T. Szumski are expressly oriented towards addressees with the aim to make them feel comfortable; they are also conditions of an effective utterance/statement. The study is embedded in the European grammatical and rhetorical tradition. Historical, national, literary, and aesthetic criteria, although unnamed directly, are clear in the author’s thinking about the language. Keywords: history of language – language teaching – language culture – language communication – language norm assessment criteria – Tomasz Szumski.

scholarly journals Features of Food Hypersensitivity in Children with Autism Spectrum Disorder

2019 ◽  
Vol 4 (5) ◽  
pp. 60-67
Author(s):  
M. I. Khudiakova ◽  
N. A. Cherevko ◽  
A. V. Skirnevskaia ◽  
M. Yu. Rozenshtein ◽  
A. Z. Rozenshtein ◽  
...  
Keyword(s):  
Communicative Competence ◽  
Children With Autism ◽  
Elimination Diet ◽  
Autism Spectrum ◽  
Food Hypersensitivity ◽  
Children With Asd ◽  
Food Antigens ◽  
Grain Products

Currently, the incidence of autism spectrum disorders (ASD) continues to increase in the children’s population. However, the pathogenesis of autism remains controversial.The purpose of this work is to evaluate the performance of the elimination nutritional approaches to the dynamics of indicators of food hypersensitivity, the balance of interleukins and psychophysiological parameters in children with ASD.Methods. A prospective cohort study of children aged 7 ± 2 years, healthy and diagnosed with ASD was performed. Determination of specific immunoglobulin concentrations to 111 food antigens and interleukins was measured by ELISA. Psychophysiological indicators of communicative competence in children with ASD were evaluated in the ATEC-test.Results. It was established that in children with ASD (n = 69), the frequency of occurrence of food hypersensitivity and indicators of specific sIgG concentrations to food antigens of dairy and grain products are higher (р < 0.05). A direct correlation was found between the concentration of INFγ, IgG concentrations to antigens of dairy, grain products and C. albicans. High ratios of the INFγ/IL4 and INFγ/IL10 ratios (p < 0.05) were revealed. As a result of compliance with the elimination diet was noted significant decrease in the concentration of sIgG to food antigens, sIgG to C. albicans, changes indicators following the results of ATEC testing.The data obtained revealed the unexplored effects the influence of specific food hypersensitivity on the process of initiation and maintenance of immune inflammation, as well as on the communicative competence in pathological conditions. A personalized elimination diet can improve the immunorehabilitation and the quality of life of children with autism.

scholarly journals THE PECULIARITIES OF COMMUNICATIVE COMPETENCE OF CHILDREN WITH AUTISM AND DYSARTRIA

2020 ◽  
Vol 6 (11) ◽  
pp. 18-25
Author(s):  
Kateryna Ostrovska ◽  
◽  
Igor Ostrovsky ◽  
Khrystyna Saiko ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Communicative Competence ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Disorders ◽  
Children With Asd ◽  
Study Results ◽  
Significant Difference ◽  
Qualitative Similarity ◽  
Children's Speech

The peculiarities of communicative competence of children with Autism Spectrum Disorders (ASD) and dysarthria are discussed. The performed literature review has revealed that almost half of children with ASD show violations of both expressive and impressive speech, and moreover, ambiguous results were obtained regarding existing correlations between speech disorders of children with ASD and children with dysarthria. This necessitated the study on the speech competence of these two children categories. The experiment was attended by 75 preschool children from 4 to 6 years old from Lviv: 25 children with ASD (20 boys and 5 girls), 25 children with dysarthria and 25 children with typical development. The following techniques were used: 1) the technique “Examination of children’s speech readiness for school” to determine children’s communicative competencies; 2) the method “Profile of a child’s social development” to determine their interaction with adults and peers. Basing on the study results, we have found out that only middle or low levels of communicative competencies were observed at preschool children with ASD and children with dysarthria. No children with high or sufficient levels of communicative competence were identified. In terms of communicative activities, there was a qualitative similarity between the two categories of children. However, the study results suggest a significant difference between them: children with ASD interact better with adults than children with dysarthria, while children with dysarthria interact better with peers than children with ASD. Based on the obtained results, a corrective care strategy for the studied children categories has been proposed.

scholarly journals DEVELOPMENT OF EMOTIONAL INTELLIGENCE AS A PREREQUISITE OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2021 ◽  
pp. 73-78
Author(s):  
Nataliia Vyspinska
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Children With Autism ◽  
Educational Needs ◽  
Scientific Data ◽  
Special Educational Needs

Ukraine is undergoing a number of transformations, implementing reforms in various spheres, including education. According to the Concept of the New Ukrainian School, foreign language lessons should be focused on the formation of foreign language communicative competence in students, which in the future would enable everyone, including students with special educational needs, to interact effectively in today's global multinational space. Since foreign language learning starts in primary school, it is an essential stage for the sufficient and further development of communicative skills. Therefore, it is important that during this period the psycholinguistic foundations of foreign language communicative competence formation are laid. An important means of effective formation of foreign language communication is the development of emotional intelligence, which helps to respond appropriately to different situations, make new acquaintances, build friendships, and more. The aim of the article is to reveal the features of the development of emotional intelligence as a prerequisite for the formation of foreign language communicative competence in inclusive primary school classes for children with autism, as their number in Ukraine grows by 30 percent every year. The research is based on the methods of theoretical analysis and generalization of scientific data to identify the theoretical foundations of the problem. The psychological characteristics of children with autism have been analysed; the essence of the concept of «emotional intelligence» has been revealed, as well as the peculiarities of its development and its impact on the formation of English language communicative competence; examples of exercises that promote the development of emotional intelligence and the formation of communication skills in English lessons have been given.

scholarly journals Lektura szkolna ucznia z ASD. Na przykładzie W 80 dni dookoła świata Jules’a Verne’a

2020 ◽  
Vol 29 ◽  
pp. 87-97
Author(s):  
Helena Balcerek
Keyword(s):  
Autism Spectrum Disorder ◽  
Elementary Schools ◽  
Developmental Disorder ◽  
Autism Spectrum ◽  
Special Educational Needs ◽  
Medical Opinion ◽  
The World ◽  
Polish Language ◽  
Student Reader ◽  
Selection Of

The article discusses observations pertaining to one of the basic aims/objectives of education, namely: reception and analysis of a text read by students with ASD (Autism Spectrum Disorder) at the 2nd stage of their education, as well as the form of abridgement of the text (based on the example of Jules Verne’s Around the World in Eighty Days) to suit the needs and capabilities of special-needs students. The conclusions presented herein result from pedagogical observations conducted during many years of a Polish-language teacher’s work focused on students with ASD in one of Warsaw’s elementary schools. They point to the necessity of individual facilitation of the entire process of reception, analysis, and interpretation of the text read in order to meet the needs and capabilities of a particular student-reader. Selection of suitable text and the abridgement thereof to the level of a child with developmental disorder classified as ASD, must take into account the preceding diagnosis and special educational needs mentioned in a psychological and pedagogical counselling centre’s medical opinion.

scholarly journals Behavioural Improvements in Children with Autism Spectrum Disorder after Participation in an Adapted Judo Programme Followed by Deleterious Effects during the COVID-19 Lockdown

2021 ◽  
Vol 18 (16) ◽  
pp. 8515
Author(s):  
Jose Morales ◽  
David H. Fukuda ◽  
Vanessa Garcia ◽  
Emanuela Pierantozzi ◽  
Cristina Curto ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Control Period ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special Educational Needs ◽  
School Closures ◽  
Diagnostic And Statistical Manual ◽  
Novel Coronavirus ◽  
And Control

The public health lockdown prompted by the novel coronavirus (COVID-19) pandemic, which included school closures that may have potentially serious consequences for people with disabilities or special educational needs, disrupted an ongoing adapted judo training intervention in children with Autism Spectrum Disorder (ASD). The purpose of this study was to compare repetitive behaviours, social interaction, social communication, emotional responses, cognitive style and maladaptive speech scores across four time-points: baseline, after an eight-week control period, after an eight-week judo intervention and after an eight-week lockdown period due to COVID-19. The sample consisted of 11 children diagnosed with ASD according to the criteria of the Diagnostic and Statistical Manual of Mental Disorders—Fifth Edition (DSM-V), with an intelligence quotient (IQ) range between 60 and 70. Significant improvements were shown following the judo intervention period compared to the baseline and control periods. However, the same values significantly declined during the COVID-19 lockdown period resulting in values lower than those recorded at baseline, and following the control period and the judo intervention. The decline in psychosocial and behavioural scores are likely due to the stress caused by the sudden halt in activity and the increase in sedentary practices associated with the lockdown.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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