A child with aphasia – An outline of the problem

2020 ◽  
Vol LXXXI (4) ◽  
pp. 245-254
Author(s):  
Karolina Walczak
Keyword(s):  
Critical Analysis ◽  
Treatment Process ◽  
Language Disorder ◽  
Scientific Paper ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Speech And Language ◽  
Educational Counseling ◽  
Different Types ◽  
Assessment And Treatment

The article is a scientific paper on the issue of aphasia. The author carries out a review and critical analysis of terminology describing this unique speech and language disorder. She points to the lack of terminological coherence both among specialists and among parents of children with aphasia. She also lists different types of aphasia, describes them, and presents the origins of cortical disorders. The second part of the article presents procedures included in selected legislative acts on the organization of education for children with special educational needs, including children with aphasia. The author analyses the successive stages of the psychological and educational counseling procedures that parents go through in their child's assessment and treatment process.

The role of the speech and language therapist in the education of children with special educational needs

1995 ◽  
Vol 30 (S1) ◽  
pp. 534-545 ◽  
Author(s):  
JENNIFER REID ◽  
SALLY MILLAR ◽  
MORAG L DONALDSON ◽  
ROBERT GRIEVE ◽  
LOUISE TAIT ◽  
...  
Keyword(s):  
Educational Needs ◽  
Special Educational Needs ◽  
Speech And Language ◽  
Language Therapist

scholarly journals Psychological Correction of Parents' Attitude to Their Children with Special Educational Needs by Means of Art Therapy

2021 ◽  
Vol 12 (1) ◽  
pp. 154-171
Author(s):  
Viacheslav Havrylkevych ◽  
Larysa Podkorytova ◽  
Larysa Danylchuk ◽  
Liudmila Romanovska ◽  
Tetiana Kravchyna ◽  
...  
Keyword(s):  
Art Therapy ◽  
Fairy Tale ◽  
Sense Of Self ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Parental Attitude ◽  
Dance Movement ◽  
Emotional Distance ◽  
Two Samples ◽  
Different Types

The paper presents the results of empirical study of parents' attitudes towards their children with special educational needs. The following methods have been used: PARI method (E. Schaefer, R. Bell; adaptation by T. Nescheret), test-questionnaire of parental attitude of A. Varga and V. Stolin; questionnaire 'Analysis of family myth' by A. Nesterova. To clarify and deepen the analysis of research data, two samples of selected participants have been created: a) parents of children with special educational needs and b) parents of children without special educational needs. Two Google forms have been made with appropriate introductory questionnaires and research instructions. The analysis of the results obtained by the methods has revealed the following tendencies in the attitude of parents of children with special educational needs, in comparison with parents of other children: lower level of acceptance; greater concentration on the child and his/her control; a kind of inconsistency in the attitude to their children (simultaneous optimal emotional contact and excessive emotional distance); a sense of self-sacrifice and belief in its necessity. It has been proved, that the usage of different types and forms of art therapy (music, dance-movement, bibliotherapy, fairy tale therapy, phototherapy, film therapy, fine art therapy) helps to correct parents' attitude to their children with special educational needs. In addition, a number of recommendations for the use of art therapy to work with parents of children with special educational needs has been proposed.

scholarly journals OPPORTUNITIES FOR OPTIMIZING THE EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS THROUGH THE USE OF E-LEARNING RESOURCES

2019 ◽  
Vol 34 (2) ◽  
pp. 459-465
Author(s):  
Blagovesna Yovkova ◽  
Stoyan Saev
Keyword(s):  
Higher Education ◽  
Learning Style ◽  
Information And Communication Technologies ◽  
Educational Needs ◽  
Educational Process ◽  
Teaching Staff ◽  
Learning Resources ◽  
Special Educational Needs ◽  
Electronic Resources ◽  
Different Types

The problem of ensuring equal access to quality higher education and a supportive learning environment for people with permanent disabilities is a question of present interest worldwide. It is well known that although the number of students with special educational needs in higher education has increased over the last 10 years, many of them fail to complete educational level because of the many difficulties and barriers they face during their studies. It is quite natural to look for ways to create adequate conditions for their training and to overcome obstacles and difficulties that have arisen. Over the last decade, there has been a trend towards an increasing use of modern information and communication technologies, and in particular electronic learning resources, in the educational process, which creates prerequisites for increasing the accessibility of education for students with special educational needs. It also provides significantly more opportunities in the field of flexibility, adaptability and opportunities for personalization to the individual needs, interests and learning style of each individual learner. Undoubtedly, this is an important condition for achieving greater self-dependence and independence in learning, which in turn are crucial for the successful learning and academic achievement of students with special educational needs. It is important for the teaching staff to have knowledge of the specific needs of this heterogeneous group of students and the skills to create and adequately deliver the content through quality electronic resources, as well as to critically evaluate and select those created by other authors. This report presents a study of the problem of implementation of electronic resources by the tutors of Sofia University “St. Kliment Ohridski” in the process of teaching students with different types of disorders. A survey of 199 faculty members from different faculties found that the faculties had some experience in creating and adapting electronic resources, as well as using those created by other authors, but despite the high level of digital skills there are deficiencies in the knowledge of professors in training disabled students and in the availability of sufficient technological skills and competences for developing e-content intended to meet the specifics needs of students with different disabilities. The results of the study will help to make specific decisions at institutional level to support and enhance the qualifications of the academic staff of the Sofia University to use electronic resources in the specific context of teaching students with different types of disabilities.The report outlines future areas of study in the field of these issues and underlines specific current problems that need to be addressed.

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