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Developmental language disorder from an elementary school teacher's perspective
TRUHLÁŘOVÁ, Eliška
The diploma thesis deals with topic of developmental language disorder (DLD) in pupils at primary school from the teacher's point of view. The diploma thesis is divided into a theoretical part and a practical part. The theoretical part looks at the issue of DLD in primary schools. The theoretical part deals with terminology and DLD in the broader meaning of the word. It focuses on DLD in pupils with whom the primary teacher comes into contact during their praxis. The practical part is based on qualitative analysis of semi-structured interviews with primary school teachers and a specialist from the Centre for Special Pedagogical Support. It outlines what the approach of primary school teachers looks like in practice, what are the real possibilities in this area. At the end, the practical part informs whether the educational reality matches or diverges from the professional recommendations and how to ideally approach a child with DLD in primary school.
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Parenting in the context of DLD - Parental experience in connection with difficulties of the child
HABRDOVÁ, Kateřina
The dissertation focuses on the psychosocial impact of developmental language disorder on a family and particularly parental life, namely the quality of parental life. In six chapters the theoretical part of the thesis presents the current view of specific language impaiment (developmental language disorder, DLD), its diagnostics and the therapy for it, as well as the system of support for children with DLD in the Czech Republic and the issue of parenting of a speech handicapped child. The goals of the empirical part were to give a description of the parental hardships caused by DLD in a child, identify the affected life dimensions, define ways of providing effective support for these parents and describe its impact on the parents' competencies, experience and ways of coping. Qualitative methods have been used in the empirical part of the thesis. The exploratory set for the study was made up of 25 parents (6 fathers and 19 mothers) from 20 families. A family's inclusion in the research was conditioned upon a diagnosis of DLD in at least one child of the family by a qualified specialist. The ages of the children ranged from 3 to 13 years, and school age children and preschoolers were represented roughly evenly. The parents were interviewed via semistructered in-depth interviews. They were given a questionnaire created by the author that was to show the characteristics of the participants and their families. Some of the participants also filled in a brief diary chart. The data obtained through the semistructured interviews have been processed though ATLAS.ti software and transformed into a grounded theory. The research has shown the complexity of the hardships experienced by parents and families when they have a child with DLD. The hardships experienced by these parents are in most aspects comparable to those experienced by parents of children with more serious handicaps, though their features dynamically change according to the child's age and the progress of his/her symptoms. During preschool age the main problems are the child's speech difficulties and various aspects of caring for the child. On the other hand the development of specific learning and behaviour disabilities and socialization disorders is the dominant problem when the child reaches school age. Further the research has shown the crucial role of providing support to parents of DLD children as a way to prevent failures in the parenting of such children. Four types of support provision have been identified based on different levels of expertise and the personal contact between the provider and the person receiving the support. Expertise, awareness, individual characteristics and the support provision system were identified as the intervening variables. The main characteristics of effective support provision were found to be orientation, the time-aspect, accessibility and communication. The consequences of support provision for parental coping suggest the importance of combining different support types and the significance of parent-provider dynamics. In the parental coping strategies five types of strategies have been identified in accordance with parental activity and the impact of the support.
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Child with Developmental Language Disorder at Inclusive School
Horynová, Jana ; Klenková, Jiřina (advisor) ; Durdilová, Lucie (referee)
The topic of this bachelors' thesis is inclusive educational process of a child with developmental language disorder. The thesis consists of four chapters, three of which are theoretical, the fourth chapter is practical. The first chapter describes the development of the intact child of preschool and young school age, with the accent on the speech development. The second chapter is concentrated on the issue of developmental language disorder, its etiology, symptomatology, diagnostics and therapy. The third chapter introduces the term inclusion and it offers main factors and conditions of successful inclusive education in the Czech Republic, including the legislation. The fourth chapter is the research one. It is developed as a case study of a child with developmental language disorder. It describes the educational process of the child at inclusive school. It points out the difficulties in various educational areas due to developmental language disorder. Furthermore the thesis aims at the identification of advantages and disadvantages of inclusive education for each of the participants at the educational process. The conclusion offers main preconditions of successful inclusion of the child with developmental language disorder. The research is based on qualitative methods. KEY WORDS: Developmental...
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The clinical picture of developmental dysphasia in the concept of neuorodevelopmental disorders
Pospíšilová, Lenka ; Hrdlička, Michal (advisor) ; Koutek, Jiří (referee) ; Ošlejšková, Hana (referee)
Introduction: Developmental dysphasia (DD) is a developmental language disorder with high prevalence, but also with low publication index and confusion of the terminology (including the Czech version of ICD - "speech" disorder instead of "language" disorder). The scientific view has passed the development from a symptom, through the specific nozologic unit to the current term Developmental language disorder (DLD) and its classification among a new category of diseases in ICD-11 (existing in DSM-5) called Neurodevelopmental disorders. Another disorder with the characteristic pathology in communication is the autism spectrum disorder (ASD) which is classified as a disease of the same category as DD. Compared to DD, it has a higher publication index, lower prevalence, and even more serious consequences. Three different domains that cause confusion, both in ASD and DD, are "speech", "language", and "communication". The same confusion applies to the current subtypes in ICD-11 with the term "functional language". In the Czech Republic there are very few studies dealing with the patients with DD, their profile of a clinic picture has not been processed so far. In spite of the increase of Czech research of ASD there is a missing speech, language, and communication profile of these individuals. This has...
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Parents of Children with Developmental Language Disorder from the perspective of speech therapy intervention
Dvořáková, Barbora ; Klenková, Jiřina (advisor) ; Horynová, Jana (referee)
The diploma thesis is from the area of special pedagogy and speech therapy. It deals with the issue of parenthood of children with developmental dysphasia. The thesis is devided into two parts, the theoretical part and the empirical part. The thesis starts with characterisation of the family with disabilities and continues with further developmental dysphasia, its terminology, classification, etiology, symptomatology, diagnostics and therapy are characterized. The thesis defines the possibilities of speech therapy intervention in children with special impaired speech developmental dyspshasia. This main goal is achieved by research. This diploma thesis can be an inspiration for speech therapists and other professionals who work with families and their children with developmental dysphasia. It can also inspire students and other parents even whose child has been diagnosed with this disease. The thesis may be the starting point for further studies of a scientific character that focus on same subject.
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Child with developmental language disorder integrated into mainstream elementary school
Šklubalová, Andrea ; Klenková, Jiřina (advisor) ; Květoňová, Lea (referee)
The diploma thesis deals the children with developmental language disorder, which are included in the regular type of school, and analysis of advantages and disadvantages resulting from this integration. The thesis includes a brief description of the development of a younger school age child, the possibilities of education in the Czech Republic and the complete terminological definition of developmental language disorder from etiology, diagnostics to therapies. The main objective of the thesis is to analyze the process of integration of pupils with developmental language disorder at the first stage of a basic elementary school and to find out the possibilities of their inclusive education. It may be an inspiration for pedagogues, speech therapists, parents, and caregivers of children with developmental language disorder. The thesis can be a starting point for further scientific work that deals with similar issues.
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The graphomotory and drawing of preschool age children with Developmental Language Disorder
ZÁBRANSKÁ, Tereza
This bachelor thesis is focused on the area of graphomotorics and drawing with pre-school children diagnosed with developmental dysphasia. The thesis aims to the level of these areas at several children with this diagnose. The author inquires whether the drawing and graphomotoric skills at the research sample are impacted by the developmental dysphasia. Next, the thesis deals with possible changes of these levels during the inquiry.
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Children with Specific Language Impairment in the School Environment
Sobíšková, Veronika ; Švandová, Martina (advisor) ; Pálenská, Jana (referee)
THESIS TITLE Children with Specific Language Impairment in the School Environment ABSTRACT The thesis focuses on children with specific language impairment (also called developmental dysphasia) in the school environment and it is divided into a theoretical and an empirical part. The theoretical part consists of four chapters. The first chapter describes specific language impairment and related terminology, defines a younger school-age child and also deals with causes, diagnosis and therapy of specific language impairment. The second chapter discusses social and communication skills of a child and the impact of specific language impairment on these skills. The third chapter concentrates on reading, writing and particular influences of specific language impairment which are associated with the development of other disorders and difficulties. The fourth chapter describes adaptation of a child with specific language impairment to the school environment. The empirical part consists of qualitative research, designed as multiple case studies, that was carried out among five younger school-age respondents. It attempted to determine how specific language impairment affects a child in the school environment and the empirical part contains results of this research. Besides the analysis and data interpretation, the...
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Child with Developmental Language Disorder at Inclusive School
Horynová, Jana ; Klenková, Jiřina (advisor) ; Durdilová, Lucie (referee)
The topic of this bachelors' thesis is inclusive educational process of a child with developmental language disorder. The thesis consists of four chapters, three of which are theoretical, the fourth chapter is practical. The first chapter describes the development of the intact child of preschool and young school age, with the accent on the speech development. The second chapter is concentrated on the issue of developmental language disorder, its etiology, symptomatology, diagnostics and therapy. The third chapter introduces the term inclusion and it offers main factors and conditions of successful inclusive education in the Czech Republic, including the legislation. The fourth chapter is the research one. It is developed as a case study of a child with developmental language disorder. It describes the educational process of the child at inclusive school. It points out the difficulties in various educational areas due to developmental language disorder. Furthermore the thesis aims at the identification of advantages and disadvantages of inclusive education for each of the participants at the educational process. The conclusion offers main preconditions of successful inclusion of the child with developmental language disorder. The research is based on qualitative methods. KEY WORDS: Developmental...
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