scholarly journals Efficacy of a Speech-Language Development and Disorders Awareness Lecture among Pre-Primary School Teachers in Lucknow

2021 ◽  
Vol 11 (5) ◽  
pp. 94-102
Author(s):  
Anne Varghese ◽  
Tripti Ojha
Keyword(s):  
Academic Success ◽  
Language Development ◽  
Primary School ◽  
Early Identification ◽  
Communication Disorders ◽  
Speech And Language ◽  
School Teachers ◽  
Primary School Teachers ◽  
Language And Communication ◽  
Speech And Language Development

Aim: The aim of the study was to measure the efficacy of an awareness lecture on speech and language development and disorders among pre-primary school teachers of Lucknow. Method: The study was carried out in 2 phases. In Phase I the questionnaire on the speech and language development and disorders and a lecture on speech and language development and disorders were prepared. The questionnaire contained questions on the components of speech and language, and on the importance of language for literacy and academic success. The lecture contained information on the components of speech, language and communication; the development of speech and language and its disorders; and the relationship between speech and language skills and academic success. In Phase II, the questionnaire was administered on 30 pre-primary school teachers before conducting and after conducting the awareness lecture on speech and language development and disorders in children. Results: The results demonstrated significant improvement in the mean scores on awareness of speech, language development and disorders post-lecture showing that the study was successful in creating awareness of speech and language development and disorders among the pre-primary school teachers of Lucknow. Conclusion: Creating awareness on speech, language development and disorders among teachers will facilitate early identification and timely intervention of children with communication disorders. Policies that promote orientation and training of positive strategies for speech, language and communication among ASHA workers and Aganwadi teachers will go a long way in early identification and intervention in India. Key words: Awareness, Efficacy, Teachers, Communication Disorder, Development.

scholarly journals Knowledge and Attitude of Primary School Teachers Regarding Early Identification and Management of Learning Disability

2021 ◽  
pp. 174-181
Author(s):  
Betty Koshy ◽  
Nikita Gamit ◽  
Aarohi Fernandes ◽  
Devraj Singh Chouhan
Keyword(s):  
Primary School ◽  
Learning Disability ◽  
Study Design ◽  
Early Identification ◽  
Positive Attitude ◽  
Good Knowledge ◽  
Research Approach ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Attitude

Introduction: In India, 1% to 19% of the total students have Learning Disability. Learning disability may vary from person to person and is incurable but can be controlled if diagnosed earlier. Teachers play a vital role in its identification.  Aims: Assessing the Knowledge and Attitude of primary school teachers regarding early identification and management of Learning Disability. Study Design: The study design is Descriptive cross sectional design. Place and Duration of Study: selected school at Tapi District, Gujarat, between 2020 – 2021. Methodology: The research was carried out by using Quantitative research approach and on 150 primary school teachers. The non probability sampling technique was used. The tool includes socio demographic variables, Knowledge questionnaire and Attitude scale. Results: No teacher have excellent knowledge i.e 0.00% regarding Learning Disabilty. 59.33% have good knowledge and 40.66% teachers are poor in knowledge regarding Learning Disability. 96.66% teachers have positive attitude towards children having Learning Disability while 3.33% teachers have negative Knowledge. There is positive correlation between Knowledge and Attitude. There is significant association of knowledge with age and classes allotted at p< 0.05. There is significant association of Attitude with classes allotted at p< 0.05. Conclusion: Majority of the teachers have good Knowledge and most of them have positive attitude towards the children with Learning disability.

scholarly journals Congenital Cytomegalovirus and Human Immunodeficiency Virus: Effects on Hearing, Speech and Language Development, and Clinical Outcomes in Children

2021 ◽  
Vol 9 ◽  
Author(s):  
Hannah Walsh ◽  
Jillian Zuwala ◽  
Jessica Hunter ◽  
Yonghee Oh
Keyword(s):  
Human Immunodeficiency Virus ◽  
Hearing Loss ◽  
Language Development ◽  
Early Identification ◽  
Sensorineural Hearing ◽  
Speech And Language ◽  
Language Deficits ◽  
Congenital Cytomegalovirus ◽  
Immunodeficiency Virus ◽  
Speech And Language Development

Prenatal infections can have adverse effects on an infant's hearing, speech, and language development. Congenital cytomegalovirus (CMV) and human immunodeficiency virus (HIV) are two such infections that may lead to these complications, especially when left untreated. CMV is commonly associated with sensorineural hearing loss in children, and it can also be associated with anatomical abnormalities in the central nervous system responsible for speech, language, and intellectual acquisition. In terms of speech, language, and hearing, HIV is most associated with conductive and/or sensorineural hearing loss and expressive language deficits. Children born with these infections may benefit from cochlear implantation for severe to profound sensorineural hearing losses and/or speech therapy for speech/language deficits. CMV and HIV simultaneously present in infants has not been thoroughly studied, but one may hypothesize these speech, language, and hearing deficits to be present with potentially higher severity. Early identification of the infection in combination with early intervention strategies yields better results for these children than no identification or intervention. The purpose of this review was to investigate how congenital CMV and/or HIV may affect hearing, speech, and language development in children, and the importance of early identification for these populations.

LANGUAGE LEARNING AND COMMUNICATION DISORDERS IN CHILDREN, by Gertrud L. Wyatt. New York: The Macmillan Company, 1969, 372 pp., $11.50

PEDIATRICS ◽  
1970 ◽  
Vol 46 (5) ◽  
pp. 828-828
Author(s):  
Charles B. Woodbury
Keyword(s):  
New York ◽  
Language Development ◽  
Language Learning ◽  
Communication Disorders ◽  
Speech Development ◽  
Speech And Language ◽  
Emotional Context ◽  
The Social ◽  
Normal Language ◽  
Speech And Language Development

This volume, by a psychologist who has devoted much of her interest and attention to problems of language and communication, goes far beyond the usual medical treatment of speech and language development. Wyatt has dealt, in a manner thoroughly useful to pediatricians, with the social and interpersonal bases of speech and language. Besides explicating the general viewpoint of normal language development as a transactional phenomenon in which emotional sharing and repetitive feedback play crucial early roles, she presents two extensive case histories which portray the vicissitudes of speech development in its personal-emotional context.

scholarly journals A Systematic Review of Parent Training for Children with Communication Disorders in Korea

2021 ◽  
Vol 26 (3) ◽  
pp. 727-741
Author(s):  
Youngmee Lee ◽  
Heesun Park ◽  
Youjin Lee
Keyword(s):  
Systematic Review ◽  
Language Development ◽  
Parent Training ◽  
Data Extraction ◽  
Communication Disorders ◽  
Training Intervention ◽  
Speech And Language ◽  
Positive Effects ◽  
Current Systematic Review ◽  
Speech And Language Development

Objectives: The purpose of this study was to review the research trends in regards to parent training and the speech and language development of children with communication disorders in Korea, to evaluate the effectiveness of parent training for improvement of children’s communication skills, and to provide evidence-based directions for parent training.Methods: A search of 4 databases, and manual searching resulted in the identification of 1,222 relevant articles in domestic journals. The 19 articles published from 2001 to 2020 in domestic journals were selected according to the Participants, Intervention, Comparison, and Outcomes (PICO) criteria. Three authors did article selection, data extraction, and quality assessment using the Risk of Bias for Nonrandomized studies (ROBANS).Results: First, the quality of selected articles was high overall. Second, very few studies have empirically examined the effectiveness of parent training intervention on the speech and language development of children with communication disorders. Third, most programs have been provided for mothers and no program focused on supporting fathers. Most programs focused on infants, toddlers, and preschoolers with communication disorders. Fourth, regarding studies on research type and method of data collection; most studies were conducted by experimental study. Lastly, areas of measurement involved participant interactions, development, parent perceptions, and parent experiences. The research studies reported positive effects of parent training intervention on the speech and language development of children with communication disorders.Conclusion: Based on these results, we discussed the limitations of identified studies and limitations of the current systematic review are discussed, as well as implications of the findings for research and practice for children with communication disorders regarding parent training intervention.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Muhamad Afandi ◽  
Sari Yustiana
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Learning Process ◽  
Random Sampling ◽  
Sampling Technique ◽  
Lesson Plans ◽  
School Teachers ◽  
Primary School Teachers ◽  
Assessment Of Learning ◽  
Overall Performance

The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.

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