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Support in the education of pupils with developmental language disorder in mainstream primary school
Šuterová, Anna ; Korandová, Zuzana (advisor) ; Klenková, Jiřina (referee)
This bachelor thesis deals with the issue of developmental language disorder and the support of pupils with this disorder in the educational environment of a mainstream primary school. The thesis focuses on the characteristics of developmental language disorder, its etiology, symptomatology, diagnosis and therapy. It also addresses the specific speech, language and communication needs of school-age pupils and their development in the school environment. In the context of inclusive education, the principles of inclusive pedagogy and the possibilities of primary education for pupils with developmental language disorders are described, including support from school counselling centres and individual education plans. The main aim of the research work was to analyse the possibilities of supporting pupils with developmental language disorder in mainstream primary school. The research investigation was carried out using a quantitative questionnaire survey. The questionnaire was sent to 224 primary schools in the Zlín region. A total of 104 respondents completed it. Three predetermined hypotheses were tested concerning the level of teachers' knowledge about developmental language disorder, support measures for pupils with developmental language disorder and also teaching assistants or their importance in...
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Development of communication skills in children with mixed developmental dysphasia
ŽLUČOVÁ, Barbora
The bachelor's thesis focuses on the development of communication skills in children with mixed developmental language disorder. The main objective of the thesis is to address this issue and explore the possibilities for enhancing and supporting communication skills in these children. A secondary objective is to create information material for parents and educators based on theoretical knowledge and information obtained through interviews and document analysis. The theoretical part of the thesis examines various communication options, the development of children's speech, the diagnosis of developmental language disorder, and the possibilities for supporting and educating children/students with this disorder. The practical part outlines the research methodology and describes two case studies of children with mixed developmental language disorder, providing an overview of their overall development. The case studies are based on information gathered through interviews with the children's mother and document analysis. The possibilities for enhancing and supporting communication skills are illustrated using diagrams that correspond to three defined periods. The case studies indicate that the development of communication skills and the manifestations of developmental language disorder were and continue to be highly individual in these children. The possibilities for support and development of communication skills varied significantly in the first period. While the boy required substantial support in nonverbal communication and augmentative and alternative communication (AAC) elements, no communication difficulties were suspected in the girl during this period. In the second period, the boy still required support in nonverbal communication, while motivation and emotional well-being played a significant role for the girl. In the third period, the results for both children intertwine, emphasizing the importance of visual aids and comprehension verification. The boy benefits from simplified sentence structures, and positive feedback greatly assists the girl.
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Motor skills in a student with developmental dysphasia at a younger school age
Strouhalová, Kateřina ; Klenková, Jiřina (advisor) ; Horynová, Jana (referee)
This diploma thesis focuses on motor skills of pupils with developmental language disorder in their middle childhood years. Theoretical part describes the characteristics typical for middle childhood pupil in areas of basic abilities and skills, learning process, emotional development, and socialization. Next chapter of the theoretical part concerns the motor skills of person and define movement skills of pupils with developmental language disorder. In last chapter the diagnosis of developmental language disorder is presented defined form several different points such as ethology, classification, diagnosis, therapy and prognosis. Empiric part of the thesis consists of two research methods, first the test of motor skills and second the survey. The test of motor skill is to provide data about movements skills of pupils with developmental language disorder. For this test was used the ability test provided by Sazka Olympijský víceboj. The ability test focuses on several individual parts of motor skills such as force, speed, coordination, dynamics (explosivity) and flexibility. The task of the survey is to accommodate the Physical education for pupils with developmental language disorder and describe special methods and approaches used by pedagogues during their classes. The in thesis defined goals were...
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Future Teachers Knowledge of the Issues of Specific Language Impairment
Malá, Michaela ; Horynová, Jana (advisor) ; Klenková, Jiřina (referee)
This diploma thesis is dedicated to developmental language disorder (DLD) and particularly to studying how well future teachers are informed about DLD. The thesis is divided into two parts, theoretical and practical, both consisting of three chapters. The first chapter of the theoretical part defines developmental language disorder, and examines and presents the basic terminology. Further, the chapter describes the epidemiology, pathogenesis, clinical symptoms (both verbal and non-verbal) and classification of DLD. The second chapter examines the individual components related to diagnosing DLD. The third chapter describes the therapy, prognosis and prevention of DLD, as well as the specifics related to educating persons with DLD. The applied part of the thesis presents the results of a research survey conducted as a part of the thesis. The main objective of the survey was to determine how well the (under-)graduate students majoring in teaching in kindergartens and primary schools are informed about DLD in the course of their studies. The information was collected through surveys spread among the respondents. The collected data are processed and analyzed, the results are presented in the form of graphs and tables. Based on the data collected, the relevant hypotheses are tested. Another goal of the...
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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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