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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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Support for the development of a child with specific language impairment
Sekalová, Dagmar ; Durdilová, Lucie (advisor) ; Klenková, Jiřina (referee)
The thesis focuses on the theme of the specific language impairment (developmental dysphasia). This thesis consists of the theoretical and the empirical part. The theoretical part is made up of of three main chapters. The first chapter deals with terms: communication, specific language impairment and speech development. The second chapter presents the terminological definition of the specific language impairment (developmental dysphasia), its etiology, symptomatology, diagnosis and therapy. The third chapter discusses issues of the preschool age. The empirical part is covered in the fourth chapter. It contains a case study, which is focusing on a young boy with specific language impairment and in detail it describes family situation, the boy's personal case history and also his psychomotor and speech development. Further, the thesis focuses on support provided to his development and evaluates progress after year of intensive care. A part of this paper are worksheets focusing on the development of the child with this kind of communication disability. Worksheets consist of five sections that should help to improve skills of child with the specific language impairment. Sections are following: visual perception, auditory perception, understanding, grapho-motor and communication skills. In the Czech...
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Diagnostic markers specific language impairment from the perspective of a speech therapist
Veselá, Šárka ; Klenková, Jiřina (advisor) ; Kopečný, Petr (referee)
This thesis deals with specific language impairment. The theoretical part introduces related terminology, classification, etiology, symptomatology and diagnostic issues. The research section analyzes the different linguistic levels in a sample of children and devotes a common specific variations in verbal production that could be designed as diagnostic markers. The qualitative study was an analysis of verbal production of nine children ranging in age from 5.4 to 5.7 years, with specific language impairment. In all the statements were reflected deficits in the use of sibilance, skipping voice in the first position, disruption of understanding to varying extents, incorrect naming and difficulties výbavností words and disturbance of speech and other prosodic factors. Morphology and syntax has always seen the most significant disruption, but was very heterogeneous. Powered by TCPDF (www.tcpdf.org)
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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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Vocabulary of early primary school age children with specific language impairment
Pilská, Helena ; Šumníková, Pavlína (referee) ; Květoňová, Lea (referee)
This Thesis deals with the vocabulary i.e. lexical - semantic levels of language of the young school age children with the specific language impairment. It focuses both on the receptive and expressive vocabulary. The first part of the Thesis outlines the theoretical basis. The chapters focused on the research itself describe the testing with the help of the performance nonstandardised test inspired by the diagnostic test The Comprehensive Receptive and Expressive Vocabulary Test - Second Edition (CREVT - 2) designed for the vocabulary evaluation, standardised for the population of the United States of America. The testing was conducted among the respondents with the specific language impairment and in order to compare with the same size control group of children of the same age without a diagnosed language impairment. Key words: early primary school age, specific language impairment, expressive vocabulary, receptive vocabulary
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Parental experience with children with language impairment
Podpěrová, Helena ; Kucharská, Anna (advisor) ; Špačková, Klára (referee)
This bachelor thesis processes the data that was collected using a questionnaire Children's Communication Checklist - 2 (CCC-2), which was developed by D. V. M. Bishop (2003) and adapted version was administered by parents of children with specific language impairment (SLI) and children of intact (I) within the project ELDEL that at European level engaged in the development of language and literacy skills. The aim of this study was to evaluate the ability of the questionnaire to distinguish between children with specific language impairment and typically developing peers. The main task was to compare two groups and to determine whether in single subscale of questionnaire, in total composites scores and between them there is a statistically significant difference. The sample consisted of two groups of 77 children of preschool age (5-6 years). She performed a quantitative analysis of the data, based on which it was found that among the groups there are statistically significant differences. For a more detailed analysis of the particular subscale in the checklist and mapping of the differences between them were used item analysis. The conclusions of the analysis are discussed in the context of the theoretical base, of current scientific findings, the possible limits and any possibilities for further...
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Vocabulary Assessment of Preschool Children with Specific Speech Development Impairment
Pilská, Helena ; Durdilová, Lucie (advisor) ; Šumníková, Pavlína (referee)
Diploma Thesis Evaluation of the vocabulary in pre-school children with specific language impairment mainly deals with the diagnosis of the specific language impairment. Theoretical part is the analysis of the available literature. It deals with the characteristics of preschool age, speech development and diagnosis of specific language impairment. The Case study compares the active and passive vocabulary of children without any disability and children with specific language impairment. Keywords: Preschool child, specific langure impairment, diagnosis, speech development, vocabulary
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Understanding sentences in Czech children at risk for dyslexia and SLI
Bláhová, Veronika ; Kucharská, Anna (advisor) ; Špačková, Klára (referee)
The aim of this thesis was to evaluate the level of comprehension of czech sentences with a different syntactic complexity in children with specific language impairment (SLI) and children at family risk for dyslexia (experimental groups) compared to typically developing peers (control group). Statistically significant differences were proven both between the SLI group and the family risk group and between the SLI group and control group. The assumed descending tendency of achievement in the test blocks was not substantiated.
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