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Journal articles on the topic 'Logopedist'
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1
Sheremet, Maria, Natalia Havrilova, Svitlana Fedorenko, et al. "Scientific, theoretical, and applied approaches to the formation of professional competencies in a speech therapist teacher." Actual problems of the correctional education (pedagogical sciences) 21 (July 3, 2023): 140–77. http://dx.doi.org/10.32626/2413-2578.2023-21.140-177.
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The article encompasses scientific-theoretical and applied approaches to developing professional competencies in a speech therapist teacher, considering contemporary trends in the evolution of professional standards and qualifications in Ukraine. It outlines the principal pathways in the development of the state standard for the training of specialists in the field of Special Education (according to nosologies) with specialization in 016.01 Logopedics. These pathways allow for commencing the work related to the substantiation of scientific-theoretical approaches to shaping the professional standard of a speech therapist teacher, based on a competency-based approach and the establishment of cooperation with employers. The objective of the professional activities of a speech therapist teacher is characterized. A generalized job title, "teacher-logopedist," is presented following the National Classifier of Professions, and names for typical positions are proposed, including "teacher-logopedist," "teacher-logopedist in inclusive education (under a labor contract)," and "specialist-consultant of the inclusive resource center." It is specified that the acquisition of professional qualifications takes place in higher education institutions, which are entities authorized by legislation for conferring/confirming and recognizing professional qualifications through the education and training of candidates at the first (bachelor's) and second (master's) levels of higher education in the field of Special Education, with specialization in 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy. It is noted that professional development leading to the attainment of such professional qualifications occurs in accordance with the current legislation: - The titles of "teacher-logopedist," "specialist of the 2nd category," and "teacher-logopedist," "specialist of the 1st category," are conferred by attestation commissions at educational institutions, district, and municipal education authorities. At the same time, the training is conducted at the first (bachelor's) level of higher education specializing in 016 Special Education, with a focus on 016.01 Logopedics within the field of knowledge 01 Education/Pedagogy. The preparation and training for these qualifications occur at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions. - The titles of "teacher-logopedist," "specialist of the highest category," "teacher-logopedist with the title of "senior teacher," and "teacher-logopedist with the title of "teacher-methodologist" are conferred by attestation commissions at educational institutions, regional education authorities, and attestation commissions at regional institutes of postgraduate education. The training for these qualifications is conducted at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions. - The title of "specialist-consultant of the inclusive resource center" is conferred by attestation commissions at regional institutes of postgraduate education. The training for this qualification is conducted at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions. The article also analyzes the job functions as an integral part of the work of a teacher-logopedist. It offers a provisional description of the job functions of a teacher-logopedist.
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Hercigonja Salamoni, Darija. "Notes on the History of Logopedics as the Science of Speech Therapy - Croatia in Relation to Europe and the World." Logopedija 13, no. 1 (2023): 39–48. http://dx.doi.org/10.31299/log.13.1.5.
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Komunikacija govorom isključivo je ljudska sposobnost. Čovjek se ne služi govorom jedino za sporazumijevanje, iako je evolucijom u tu svrhu vjerojatno nastao i s filogenetskoga i ontogenetskoga gledišta. Jezik je značajni čimbenik koji je ljudima pružio veliku prednost u preživljavanju. Logopediji je u središtu interesa čovjek kao biopsihosocijalno biće. Stoga logopediju, kao samostalnu znanstvenu disciplinu, karakterizira interdisciplinarnost. Studiji logopedije u svojim programima uključuju biomedicinske znanosti, psihologiju, lingvistiku, fonetiku, pedagogiju i dr. S obzirom na to da je logopedija interdisciplinarna znanost, u ovom je tekstu opisan razvoj disciplina koje utječu na logopediju kao znanost. Izrazito je važno i u javnom diskursu promovirati povijesno značajne događaje, osobe, ustanove kojima je logopedija u fokusu, i to postaviti u odnos s drugim znanstvenim disciplinama, raznim društvenim aspektima, te stvoriti poticajno okruženje za potpuno razumijevanje logopedske djelatnosti u Hrvatskoj.
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BODEA-HATEGAN, Carolina. "Editorial." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare IX, no. 1 (2023): 2–3. http://dx.doi.org/10.26744/rrttlc.2023.9.1.01.
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Articolele cuprinse în numărul I al Revistei Române de Terapia Tulburărilor de Limbaj și Comunicare-RRTTLC din anul 2023 sunt, în mare parte, extinderi, aprofundări ale unor materiale prezentate în cadrul Conferinței Naționale cu participare Internațională organizată de Departamentul de Psihopedagogie specială, Facultatea de Psihologie și Științe ale Educației, Universitatea Babeș-Bolyai, în parteneriat cu Asociația Specialiștilor în Terapia Tulburărilor de Limbaj din România-ASTTLR, Inspectoratul Școlar Județean Cluj și Casa Corpului Didactic Cluj, în data de 25 februarie 2023, eveniment științific intitulat Logopedia. direcții de cercetare științifică și modele de intervenție terapeutică/ speech and language therapy. scientific research approaches and therapeutic frameworks. Evenimentul s-a derulat cu sprijinul ESLA-European Speech and Language Therapy Associations. Pe lângă articolele în extenso ale unor materiale prezentate în cadrul conferinței, în acest număr vom include și abstractele materialelor prezentate. Notăm faptul că acest eveniment a reunit un număr semnificativ de specialiști din domeniul terapiei tulburărilor de limbaj și comunicare, în jur de aproximativ 600 participanți, iar lucrările conferinței s-au derulat pe parcursul unei zile. În acest număr al RRTTLC mai includem și alte articole, care nu au făcut obiectul prezentării în cadrul Conferinței științifice mai sus menționate. Volumul este deschis cu un material elaborat de Carolina Bodea Hațegan, Dorina Anca Talaș și Raluca Nicoleta TRIFU care aduce în prim plan specificul demersului logopedic derulat online Terapia logopedică în mediul online: specific și implicații, în condițiile în care, în urma experienței pandemice, telepractica logopedică începe să prindă din ce în ce mai mult teren. Articolul următor, elaborat de logoped Lăcrămioara Buzzo Reeducarea tulburărilor specifice de articulare a vorbirii determinate de dezechilibru muscular orofacial cu ajutorul terapiei logopedice miofuncționale este o variantă extinsă a materialului prezentat de autoare în cadrul conferinței, cu o tematică nevralgică în practica logopedică actuală, un material foarte apreciat de participanții la conferință, prin care autoarea aduce în prim plan practici logopedice concrete pentru antrenarea abilităților articulatorii, în contextul tulburării miofuncționale orofaciale. Ștefania Filip, autoarea celui de-al treilea articol cuprins în acest număr al RRTTLC - The identification process of students with speech-language impairment in South Carolina, prezintă, de asemenea, in extenso, materialul susținut în cadrul conferinței, un material care aduce în prim plan experiențe internaționale logopedice sub forma procedurilor, pe segmentul de depistare a copiilor cu tulburări de limbaj și comunicare. Mihaela Timpa ne propune un material foarte practic, intitulat Relația dintre procesarea fonologică și fluența în citire la elevii din ciclul primar, articol în care practicile consacrate la nivel de ASTTLR prin Proba de evaluare și antrenare a fluenței în citire-PEAFC sunt supuse cercetării. În data de 25 februarie se marchează Ziua Internațională a Implantului Cohlear, prin urmare, nu putea lipsi din cadrul conferinței lucrarea O perspectivă logopedică asupra tranziției către școlaritate a copilului cu implant cohlear, un material dedicat acestei problematici deosebite, care conturează în termeni foarte optimiști situația dizabilității auditive iar apoi acea prezentare a fost dezvoltată sub formă de articol, autorii fiind Ovidiu Tudorean și Alois Gherguț. Colega noastră Ioana Tufar continuă problematica dizabilității auditive, ca problematică specifică muncii logopedului, în articolul următor, punctând aspecte practice din sfera limbajului mimico-gestual, ca modalitate alternativă și augmentativă de comunicare - Limba semnelor: de la elementele de taxonomie la aspecte practice ale limbii semnelor române. O problematică distinctă, dar foarte importantă în contextul abordărilor logopedice este modul în care practica medicală influențează abordarea terapeutică, mai ales în situația în care domeniul logopedic din țara noastră este unul educațional ca formare și preponderent educațional ca practică contextualizată. În aceste condiții, considerăm abordarea prezentată de colegele noastre Ioana Mădălina Orian și Anamaria Rada Bereschi-Bene, sub forma articolului intitulat Influența protocolului de intervenție chirurgicală ales în cazul despicăturilor facio-labio-palatine asupra procesului de intervenție logopedică, ca fiind foarte potrivită și necesară specialiștilor din domeniul terapiei tulburărilor de limbaj și comunicare. Ultimul articol cuprins în acest volum al RRTTLC aduce în prim plan Relaţia dintre modalităṭile de tratare a informaṭiilor și potenṭialul de învăţare, subliniind importanța cunoașterii acestei relații de către specialiștii care conturează programe de intervenție personalizate atât în sfera educațională, cât și terapeutică, dar și de către toți cei care sunt implicați în actul educațional. Numărul actual din RRTTLC este un număr bogat în date științifice, cu implicații majore în sfera practicii logopedice, de care vă invităm să vă bucurați prin lectură.
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Been, H., M. van de Meent, G. van der Ree Doolaard, A. Rijken, and K. Reenders. "CVA-patiënten: goed verwijzen naar de eerstelijns logopedist." Huisarts en Wetenschap 50, no. 8 (2007): 598–601. http://dx.doi.org/10.1007/bf03085264.
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Kubasov, Alexander Vasilyevich, and Ol'ga Alekseevna Mikhaylova. "WHAT SPEECH THERAPISTS NEED TO KNOW ABOUT “THE LOGOPEDIST”." Special education, no. 4 (2019): 171–81. http://dx.doi.org/10.26170/sp19-04-14.
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Pluta-Wojciechowska, Danuta. "Transformacja logopedii czy logopedyczny butik, rabunek i błyskotki? Rekonesans zagadnień." Logopaedica Lodziensia, no. 10 (December 23, 2024): 11–22. https://doi.org/10.18778/2544-7238.10.01.
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Celem artykułu jest zwrócenie uwagi na niepokojące aspekty rozwoju logopedii. Tłem dla prowadzonych rozważań jest przedmiot logopedii oraz wynikająca z niego interdyscyplinarność tej nauki. W takim kontekście autorka opisuje niepokojące zjawiska, takie jak np. pomijanie przez logopedów zadań logopedycznych i przejmowanie metod innych specjalistów oraz przekraczanie swoich kompetencji. Skutkiem wymienionych zjawisk jest odchodzenie logopedów od logopedii i rozmywanie się granic pomiędzy logopedią i medycyną lub fizjoterapią, a także pojawienie się logopedów hybrydowych, czyli takich, których miejsce wśród innych specjalistów można określić jako „pomiędzy logopedią a fizjoterapią”.
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Demidova, A. P., V. N. Zinovieva, and L. S. Petrunina. "Specific interactions of the english language teacher and the logopedist when working with bilingual children." SHS Web of Conferences 87 (2020): 00043. http://dx.doi.org/10.1051/shsconf/20208700043.
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The article examines the specifics of the interaction between an English teacher and a speech therapist within the educational process; substantiated the specifics of constructing binary lessons; the peculiarity of the formation of knowledge assimilation by bilingual children in foreign language lessons is revealed.
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Buunk-Werkhoven, Yvonne. "Hoe kan de samenwerking tussen de mondhygiënist en andere paramedici (logopedist, diëtist, fysiotherapeut) vorm krijgen?" Mondhygienisten vademecum 10, no. 11 (2012): 1–3. http://dx.doi.org/10.1007/s12465-012-0014-5.
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Gacka, Ewa, and Irena Jaros. "Education of speech‑language therapists at University of Łódź – the history and present day." Logopaedica Lodziensia, no. 1 (December 30, 2017): 21–30. http://dx.doi.org/10.18778/2544-7238.01.03.
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Polish logopedics has been undergoing many dynamic changes, among others in the field of education of speech therapists. The article presents the history and present day of logopedic academic milieu in Łodź, in which the significant role has been played by the university.
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Abdumo'minova, Hulkar Bahromovna. "7-9 YOSHLI SEREBRAL FALAJLI(BSF) BOLALARNING BOSHLANG'ICH KO'NIKMALARINI LOGOPEDIK ISH JARAYONIDA SHAKLLANTIRISH." «Zamonaviy dunyoda innovatsion tadqiqotlar: Nazariya va amaliyot» nomli ilmiy, masofaviy, onlayn konferensiya 1, no. 25 (2022): 227–30. https://doi.org/10.5281/zenodo.7267152.
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Maqolada 7-9 yoshli serebral falajli(bsf) bolalarning boshlang'ich ko‘nikmalarini logopedik ish jarayonida shakllantirish mavzusi yuzasidan bazi fikrlar. Logopediya va psixo-diagnostik tajribalar borasida xulosalar keltirilgan. Ilmiy ishlar va amaliy tajribalar, o’yin va boshqa metodlar tahlil qilingan.
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Rubio-Iglesias Fernández-Vegue, Elena, Manuela Martínez Lorca, Alberto Martínez Lorca, and Juan José Criado Álvarez. "Conocimiento de la logopedia. Un estudio descriptivo." Revista Internacional de apoyo a la inclusión, logopedia, sociedad y multiculturalidad 6, no. 2 (2020): 1–13. http://dx.doi.org/10.17561/riai.v6.n2.1.
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La Logopedia es una disciplina del ámbito sanitario que realiza la evaluación, el diagnóstico, la prevención, la intervención y el estudio de dificultades, patologías y alteraciones en el lenguaje (oral y escrito), habla, voz, audición y funciones orales no verbales. Actualmente, se encuentran escasos estudios que investiguen el conocimiento que tiene la población española sobre la logopedia. Por tanto, el objetivo de este trabajo es conocer qué conocimiento se tiene sobre la logopedia. Se ha realizado un estudio descriptivo mediante un cuestionario elaborado “ad hoc” en formato on-line de 34 preguntas, con el que se analizan aspectos como el contacto que tienes los participantes con la logopedia, los campos de actuación de un logopeda, las alteraciones que trata y la valoración de la logopedia. La muestra fue de 299 personas con una sub-muestra de 64 porque se excluyeron las que estudian o estudiaban logopedia, que son logopedas, que han asistido al logopeda o bien que conocen a alguien relacionado con la logopedia. Se concluyó que la logopedia sí es conocida por la población, aunque hay cierta desinformación sobre algunas áreas. Se recomienda realizar investigaciones a mayor escala, para alcanzar unos resultados más precisos.
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Farabolini, Gianmatteo. "L'intervento comunicativo-linguistico nella riabilitazione logopedica di bambini bilingue: dalle evidenze scientifiche internazionali alle proposte d'intervento nel contesto italiano." RICERCHE DI PSICOLOGIA, no. 1 (November 2024): 75–93. https://doi.org/10.3280/rip2024oa18564.
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Nella nostra società occidentale e industrializzata c'è un numero sempre crescente di soggetti plurilingue, che sono individui che conoscono almeno due lingue distinte. C'è una recente attenzione verso i bambini bilingue e come questi imparano a parlare. Una domanda di ricerca recente e che questo lavoro prova a rispondere è: come riabilitatare le abilità linguistiche di bambini bilingue che hanno difficoltà di linguaggio? Per provare a rispondere a questa domanda, all'interno di questo documento, si è partiti dalla necessità di analizzare i testi delle linee guida nazionali e internazionali, redatte dalle istituzioni di competenza che sono considerate come la bussola che guida l'operato dei professionisti sanitari che riabilitano le abilità comunicativo-linguistiche, ovvero il logopedista. Successivamente, è stata condotta una rassegna della lettura inerente questo asse di ricerca, a partire dal fatto che è opportuno analizzare le evidenze scientifiche disponibili in letteratura che possono essere di supporto per promuovere una pratica clinica logopedica basata sulle evidenze scientifiche. Lo step successivo è stato quello di analizzare quali sono gli strumenti, le evidenze, le strategie teoriche e pratiche a disposizione dei logopedisti al fine di aumentare la possibilità di raggiungere gli obiettivi riabilitativi efficacemente. In- fine, considerando lo stato dell'arte e l'assenza di evidenze scientifiche valutate nella presa in carico riabilitativa di bambini bilingue con difficoltà di linguaggio, è stata descritta una proposta di progetti sperimentali che la comunità scientifica può condurre al fine di iniziare a costruire le fondamenta di proposte riabilitative basate su evidenze scientifiche raccolte nel contesto italiano.
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Karakulova, Elena Viktorovna, and Mariya Alekseevna Mareychenko. "PEDAGOGICAL CONDITIONS OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES AND REMOTE FORMS OF WORK OF TEACHER-LOGOPEDIST." Special Education, no. 4 (2021): 170–82. http://dx.doi.org/10.26170/1999-6993_2021_04_11.
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Ponomareva, Olga P., and Galina A. Suslova. "Assessment of adaptation of children of younger school age with cerebral palsy to occupations at correctional school." Pediatrician (St. Petersburg) 9, no. 2 (2018): 55–66. http://dx.doi.org/10.17816/ped9255-66.
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Formation of a school maturity at children of younger school age is the main objective of modern education. Special attention in the last decades is paid to children with disturbances of a musculoskeletal system, in particular, to children with the cerebral palsy (CP). Such children study at special correctional schools which prepare the pupils for independent life and work in society.
 Research objective: to estimate adaptation of children of younger school age with cerebral palsy to occupations at correctional school.
 Materials and methods. 75 children with the diagnosis are examined: Cerebral palsy, spastic diplegia mild or moderate severity, delay of psychomotor development, pseudobulbar dysarthtia. All children studied in state-funded educational institution for children with limited opportunities of health special (correctional) comprehensive school (the IV look) No. 584 "Ozerki" of Vyborgsky district of St. Petersburg (school No. 584 "Ozerki"). The age of children was from 7 to 11 years. The following indicators were estimated: quality of life of children by means of the questionnaire of PedsQL for category of children of 8-12 years, electroencephalogram indicators, the neurologic status, extent of disturbance of the speech. Children were examined by the neurologist, the psychologist and the logopedist.
 Results. 72% of children had the average and low level of adaptation. According to classification by L.A. Wagner (1989), “the low level” of adaptation prevailed at boys (42.2%) (the negative relation to school, suppressed mood, frequent complaints to an illness). “High level” also dominated at boys (33.4%) while at girls “the high level” of adaptation was observed only at 6 people (20%). Clinical inspection taped that at children the hyper excitability syndrome prevailed (at boys – 51.2%, girls – 63.3%). Also it was noticed that extent of disturbance of the speech depends on degree of a lesion of the central nervous system and also on age and sex features. The quality of life of children of elementary school is reduced. In scales of the questionnaire of PedsQL “physical functioning”, “emotional functioning”, “life at school” points don’t exceed 50. Only in a scale “social functioning” an indicator more than 70 points.
 Conclusions. The complex rehabilitation including the medical, psychology and pedagogical and logopedic care is necessary for children of elementary school of school No. 584 “Ozerki”.
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Horyń, Ewa, Marceli Olma, and Mirosław Michalik. "U źródeł polskiej terminologii logopedycznej. W kierunku badań anagnostycznych." LingVaria, no. 1(29) (May 16, 2020): 267–81. http://dx.doi.org/10.12797/lv.15.2020.29.17.
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AT THE SOURCES OF POLISH LOGOPEDIC TERMINOLOGY: TOWARDS ANAGNOSTIC RESESARCH
 The paper is a preliminary presentation of the concept of a research project Diachronic Aspects of Polish Logopedic Terminology, carried out by members of the Department of Polish Language of the Pedagogical University in Cracow. The multiauthored study briefly characterizes the beginnings of speech therapy as an independent scientific discipline, and the directions of its development in the past 50 years. It draws attention to the deficiencies and inconsistencies in the usage and understanding of specialist terms in contemporary logopedics, while setting as the primary goal of the enterprise an attempt to standardize Polish terminology related to speech disorders. The basis for this should be the etymology of the terms in question, as well as excerpts from medical and anatomical lexicons and source materials which employ the vocabulary that became the foundation of the logopedic jargon.
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Kayiatos, Anastasia. "SOONER SPEAKING THAN SILENT, SOONER SILENT THAN MUTE: SOVIET DEAF THEATRE AND PANTOMIME AFTER STALIN." Theatre Survey 51, no. 1 (2010): 5–31. http://dx.doi.org/10.1017/s0040557410000207.
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A television documentary on speech therapy is visible on the screen. A logopedist (speech-defect expert) coaches a young man to overcome his stutter through hypnosis. “You will speak loudly and clearly, freely and easily, unafraid of your voice and your speech,” she instructs. The boy hesitates but finally musters the words: “I can speak.” Thus Andrei Tarkovsky begins Zerkalo [Mirror], his poetic film about personal memory and cultural trauma (conceived in 1964 and completed in 1974).3 The symbolism of this scene was impossible for Tarkovsky's Soviet intelligentsia audience to miss. The stutterer coming to speech allegorized the artist coming to free expression in Russia after Stalin, struggling to adapt to alternating intervals of liberating “thaw” and oppressive “freeze,” fluency and silence, in the period of de-Stalinization that Nikita Khrushchev's secret speech at the 20th Party Congress of 1956 set into motion. The crisis of the solo stutterer's speech in the film stood in for the larger emerging crisis of how to represent socialist reality, a world that once had been captured solely by socialist realism—that is, until Khrushchev deprived Stalinism of its status as real socialism and thus invalidated the basis of socialist realism.
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Joza, Patricia, and Jasmina Ivšac Pavliša. "Primjena informacijskih i komunikacijskih tehnologija u logopedskom radu u Hrvatskoj." Logopedija 12, no. 1 (2022): 35–45. http://dx.doi.org/10.31299/log.12.1.5.
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Djeca i osobe sa složenim komunikacijskim potrebama, ali i one s razvojnim jezičnim poremećajem suočene su s različitim ograničenjima u svakodnevnom funkcioniranju. Važnu ulogu u komunikaciji i stjecanju znanja kod osoba s teškoćama imaju okolina i različiti oblici asistivne tehnologije (AT). Posljednjih godina bilježi se procvatu području visokotehnoloških uređaja namijenjenih komunikaciji, kao jednog od brojnih rješenja unutar asistivne tehnologije. Razvoj takvih visokotehnoloških pomagala i sustava bio bi nemoguć bez napretka informacijskih i komunikacijskih tehnologija (IKT), koje u današnje vrijeme svoju primjenu pronalaze u područjima logopedske procjene i podrške. U Hrvatskoj se posljednjih godina sve više pozornosti posvećuje primjeni IKT-a u okviru logopedskog rada. Budući da postoji malo istraživanja o stvarnoj uporabi IKT-a među logopedima u Hrvatskoj, provedeno je istraživanje čiji je cilj bio ispitati osviještenost i stavove hrvatskih logopeda o primjeni IKT-a. Osim osviještenosti, ujedno je ispitana osposobljenost logopeda za primjenu IKT-a, trenutni trendovi u korištenju IKT-a među logopedima, kao i prepreke njenoj većoj primjeni. Za tu svrhu napravljen je online upitnik namijenjen diplomiranim logopedima iz Hrvatske. U istraživanju je sudjelovalo ukupno 120 logopeda. Analizom prikupljenih podataka može se zaključiti da su logopedi u Hrvatskoj dobro osviješteni o mogućnostima i prednostima IKT-a u radu s korisnicima, generalno imaju pozitivne stavove. No, izdvajaju se i neki aspekti koji nisu u potpunosti zadovoljavajući i koje bi trebalo unaprijediti, te promjene koje bi trebalo uvesti kako bi se prednosti i mogućnosti IKT-a bolje prepoznale i iskoristile. Dobit će se uvid u vrste IKT-a koje logopedi koriste, kao i njihova perspektiva u odnosu na primjenu IKT-a.
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Panasiuk, Jolanta. "Logopedia XXI wieku – własna metodologia, nowe perspektywy badawcze." Prace Językoznawcze 26, no. 4 (2024): 5–18. https://doi.org/10.31648/pj.10584.
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W ciągu swojej sześćdziesięcioletniej historii polska logopedia stała się nauką transdyscyplinarną, obejmuje osobną przestrzeń wiedzy, ma wyodrębniony przedmiot badań, posługuje się swoistym aparatem terminologiczno-pojęciowym, wypracowała standardy postępowania diagnostyczno-terapeutycznego, czyni starania o to, by stać się samodzielną dyscypliną wiedzy, logopedzi aspirują do regulacji ich zawodu w systemie prawa. Dla polskiej logopedii druga połowa XX w. była okresem budowania struktur akademickich, tworzenia programów kształcenia logopedów, integracji środowiska zawodowego, a przede wszystkim kształtowania się odrębnej metodologii badawczej. Cechą wszystkich opracowań naukowych jest projekcja pewnej sfery rzeczywistości w perspektywie przyjętej metodologii dokumentowana dowodami teoretycznymi i/lub empirycznymi. W artykule zaprezentowane zostaną ograniczenia wynikające z dotychczasowych badań nad zaburzeniami mowy i możliwości badawcze, które otwiera teoria interakcji przyjęta jako paradygmat badawczy logopedii XXI w.
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BODEA-HATEGAN, Carolina. "Editorial." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VIII, no. 2 (2022): 2–3. http://dx.doi.org/10.26744/rrttlc.2022.8.2.01.
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Articolele cuprinse în numărul II al Revistei Române de Terapia Tulburărilor de Limbaj și Comunicare-RRTTLC din anul 2022 oferă cititorilor experiențe științifice și practice valoroase, îmbogățind semnificativ literatura de specialitate logopedică din țara noastră. Constatăm cu mare bucurie diversitatea cu care autorii ne surprind cu fiecare articol în parte, și, în același timp, originalitatea crescută a materialelor care subliniază preocuparea vie a specialiștilor pentru a propune cititorilor materiale consistente, cu valoare specific adăugată. Volumul se deschide cu un inedit material în care se valorifică utilizarea roboților în terapia logopedică. Astfel, articolul – Dezvoltarea abilităților de comunicare eficientă cu ajutorul robotului Ozobot Evo în contextul TSA, aduce în prim plan posibilități variate de realizare a terapiei logopedice, posibilități care potrivesc foarte bine în contextul specific al tulburării de spectru autist și care deschide perspectiva spre utilizarea tehnicii și a tehnologiilor și în contextul terapeutic al dezvoltării limbajului și comunicării.
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Rehakova Novosadova, Leona, Alba Rama Rodríguez, María Vidal Bouzas, Cecilia Latorre-Cosculluela, Ester Ayllón-Negrillo, and Pilar Vieiro Iglesias. "¿Cómo evaluar e intervenir sobre la disfemia? Un análisis de percepciones de especialistas en logopedia." Revista de Investigación en Logopedia 13, no. 1 (2023): e81643. http://dx.doi.org/10.5209/rlog.81643.
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La tartamudez se define como un trastorno de la fluidez del habla que afecta a la comunicación. Este trastorno, resulta complejo y puede suponer un importante desafío para muchos logopedas y otros profesionales. Hasta el momento, no abundan las investigaciones focalizadas acerca de cómo evaluar e intervenir en la tartamudez desde la perspectiva de los profesionales en logopedia. Precisamente por ello, el objetivo del presente estudio es conocer cuáles son los principales métodos de evaluación e intervención para la tartamudez que utilizan los logopedas en el contexto español y la satisfacción que tienen con éstos. Para ello, se administró una encuesta en la que participaron un total de 123 logopedas y, posteriormente, se efectuó un análisis cuantitativo de los datos obtenidos. Los resultados permitieron conocer los diferentes métodos de evaluación e intervención más ampliamente utilizados en el tratamiento de la tartamudez, aunque se han observado ciertas dificultades para alcanzar un consenso en la utilización de los mismos. Además, los logopedas reclaman la necesidad de confeccionar nuevos instrumentos de evaluación y de una mayor colaboración por parte de los centros escolares. Por tanto, resultaría primordial adoptar un enfoque holístico tratando de enseñar a los sujetos con tartamudez estrategias para afrontar la fluidez y, a la vez, aprender a convivir y manejar el trastorno.
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Gogola, Anna, Rafał Gnat, Sławomir Snela, et al. "Effects of Interdisciplinary Therapy in A Patient with Severe Dystonic Cerebral Palsy: a 12-Year Follow-up Case Report." International Journal of Special Education (IJSE) 40, no. 1 (2025): 159–70. https://doi.org/10.52291/ijse.2025.40.13.
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Dystonic cerebral palsy (CP) presents significant challenges due to its complex movement disorders and associated complications. This case report details a unique 12-year longitudinal observation (from birth to 12 years of age) of a patient with severe dystonic CP, highlighting the benefits of an interdisciplinary, structured therapeutic approach. The patient exhibited severe dystonia, motor impairment, and a high risk of musculoskeletal and systemic complications. Diagnosis and treatment were guided by the WHO's International Classification of Functioning, Disability, and Health (ICF) framework, incorporating the "F-words" concept and evidence-based recommendations. An interdisciplinary team collaborated to provide comprehensive, long–term care, including a neurologist, orthopaedist, neurosurgeon, physiotherapist, orthoptist, neuro-logopedist, alternative communication specialist, and psychologist. Over the whole course of treatment, the patient maintained good body structure and function, with no significant pain or respiratory, gastrointestinal, or urinary complications. While the mild range of motion restrictions were observed, the patient achieved independent mobility using assistive technologies and actively participated in school, sports, family activities, and social interactions. However, dystonic movements remained an unresolved challenge. This case underscores the potential of a structured, interdisciplinary approach to enhance the quality of life for individuals with severe dystonic CP. This approach significantly improved the patients' and their families' quality of life across all ICF domains. Our findings highlight the need for national healthcare systems to adopt comprehensive rehabilitation strategies to improve functional outcomes and promote independence in children with CP.
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Van, der Woude Susanna, Marloes Schüller-Korevaar, Nienke Verheij-Jansen, Andrea S. Fokkens, and Alain D. Dekker. "Screeningsinstrument voor Dysfagie bij mensen met een Verstandelijke Beperking (SD-VB): ontwikkeling en eerste validering." Nederlands Tijdschrift voor de Zorg aan mensen met verstandelijke beperkingen (NTZ) 47, no. 2 (2021): 50–65. https://doi.org/10.5281/zenodo.10184395.
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<i>(English abstract see below)</i><strong>Nederlandse samenvatting</strong><i>Inleiding: </i>Mensen met een verstandelijke beperking (VB) hebben een verhoogd risico op dysfagie. Om – vaak ernstige – gevolgen zoals aspiratiepneumonie en luchtwegblokkade te voorkomen, is het tijdig vaststellen van dysfagierisico belangrijk. Periodiek screenen van alle cliënten door logopedisten is praktisch onhaalbaar. Snelle en eenvoudige screening door zorgverleners zou uitkomst bieden.<i>Methode: </i>Deze studie bestond uit vier delen: 1) ontwikkeling van het <i>Screeningsinstrument voor Dysfagie bij mensen met VB </i>(SD-VB) op basis van literatuur, bestaande instrumenten en praktijkervaringen, 2) eerste validering bij een kleine steekproef (n=42), 3) verdere validering van een aangescherpte versie bij een grote steekproef (n=1064) en 4) optimalisering. Het SD-VB is ingevuld door zorgverleners en is in het kader van de validering afgezet tegen de door logopedisten veelgebruikte <i>Dysphagia Disorder Survey</i> (DDS).<i>Resultaten: </i>Het SD-VB omvatte 8 items over risicofactoren en 20 items (deel 2 van het onderzoek)/21 items (deel 3 van het onderzoek) over eet- en drinkgedrag. De totaalscore vertoonde een sterke samenhang met de totaalscore op de DDS. Vergeleken met de dysfagieconclusie op de DDS, bleek dat een afkapwaarde van SD-VB=3 (deel 2) of SD-VB=4 (deel 3) de beste sensitiviteit, specificiteit en voorspellende waarden gaven, allen hoger dan 70%. Items vormden samen een betrouwbare schaal (interne consistentie).<i>Conclusie: </i>De eerste resultaten suggereren dat het SD-VB een veelbelovend screeningsinstrument is om te gebruiken door zorgverleners. Een geoptimaliseerde en verder getoetste versie past in een periodiek werkproces met het SD-VB als eerste stap, gevolgd door diagnostiek door een logopedist (afhankelijk van de SD-VB-score), eet- en drinkadviezen en evaluatie.<strong>English abstract</strong><i>Introduction:</i> People with intellectual disabilities (ID) face an increased risk for dysphagia. To prevent – often serious – consequences, such as aspiration pneumonia and airway obstruction, timely establishing the risk on dysphagia is essential. Periodic screening of people with ID by speech therapists is not feasible in daily practice. Therefore, quick and simple screening by caregivers would be of added value. <i>Methods:</i> This study consisted of four parts: 1) development of the <i>Screening instrument for Dysphagia in people with ID</i> (in Dutch abbreviated as<i> </i>SD-VB) based on literature, existing instruments and experiences in daily practice, 2) first validation among a small sample (n=42), 3) further validation of a slightly optimized version among a large sample (n=1064) and 4) future optimization. The SD-VB was completed by caregivers and compared to the <i>Dysphagia Disorder Survey</i> (DDS), which is frequently used by speech therapists.<i>Results: </i>The instrument comprised 8 items about risk factors and 20 (part 2)/21 (part 3) items about eating- and drinking behavior. The total score associated strongly with the DDS total score. Compared to the dysphagia conclusion on the DDS, a cut-off score of SD-VB=3 (part 2) or SD-VB=4 (part 3) yielded the most optimal sensitivity, specificity and predictive values, all above 70%. Together, the items constituted a reliable scale (internal consistency).<i>Conclusion: </i>The first results suggest that the SD-VB is a promising screening instrument to be used by caregivers. An optimized and further studied version fits within a periodic work process with the SD-VB as first step, followed by diagnostic observations by speech therapists (depending on the SD-VB score), eating- and drinking advices and evaluation.
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Xojamurotova, Xadicha. "DIZARTRIYA TASNIFI VA UNDA QO'LLANILADIGAN KORREKSION MASHGʻULOTLAR". Multidisciplinary Journal of Science and Technology 5, № 4 (2025): 614–17. https://doi.org/10.5281/zenodo.15239152.
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Maqola "Dizartriya tasnifi va unda qo’llaniladigan korreksion mashgʻulotlar" mavzusiga bag‘ishlangan bo‘lib, bu holatning patofiziologik va psixolingvistik jihatlari tahlil qilinadi. Dizartriya, nutqni buzilishiga olib keladigan nevrologik kasallik sifatida, bosh miya va uning tizimlaridagi turli patologik o‘zgarishlar natijasida yuzaga keladi. Maqolada dizartriyaning turli turlari, ularning sabablari va ularni davolash uchun qo‘llaniladigan zamonaviy korreksion texnologiyalar muhokama qilinadi. Ayniqsa, logopedik mashg‘ulotlar va terapevtik yondashuvlar, o‘zgarishlarni kuzatish metodikasi va dizartriya bilan kurashishda samarali usullar tahlil qilinadi. Dizartriyaga qarshi kurashishda logopediya, fizio-terapiya va psixoterapiyaning ahamiyati ko‘rsatib o‘tilgan.
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Klejkina, Oksana Vladimirovna, and Klavdia Ivanovna Sultanbaeva. "The Organization of Correctional Work with Primary School-Aged Children with Different Types of Dysgraphia." Development of education, no. 4 (6) (December 18, 2019): 23–26. http://dx.doi.org/10.31483/r-53688.
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The article is devoted to the current problem – the organization of correctional work with primary school-aged children with different types of dysgraphia. The authors of the manuals used in the process of correctional and developmental work with primary school-aged children with different types of dysgraphia are indicated in the article. The purpose of the article is to reveal the peculiarities of the organization of correctional work on dysgraphia with primary school-aged children and to consider the specifics of identifying certain errors in writing, using traditional diagnostic methods, e.g. «Testing writing skills» by I.N. Sadovnikova and «Study of the writing process» by L.V. Venediktova and R.I. Lalaeva, as well as important pedagogical conditions, according to which correctional and developmental work becomes more effective. In effect, the success of correctional and developmental work with dysgraphia depends on pedagogical conditions: for mixed forms of dysgraphia, a differentiated approach will be used; close interaction of a special needs teacher, teacher-logopedist and primary school teacher, expressed in the fact that they are guided by a unified approach to practical work with primary school-aged students. During the study the following methods were applied: analysis, observation and descriptive. The data from experimental and development study of writing skills in primary school-aged students with different types of dysgraphia, a detailed description of the stages of the study, as well as the analysis of the study results are outlined in the article. The authors come to conclusion that it is necessary to cooperate the teacher-defectologist, teacher-speech therapist and primary school teacher for the effective organization of correctional work with primary school-age children with different types of dysgraphy.
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Šimunović, Lorena, Katarina Pavičić Dokoza, and Zdravko Kolundžić. "Zlouporaba glasa kod studenata logopedije." Logopedija 14, no. 1 (2024): 5–13. http://dx.doi.org/10.31299/log.14.1.1.
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Vokalni profesionalci su osobe koje koriste svoj glas i govor kao primarni alat u obavljanju posla. Pojavnost poremećaja glasa ugrožava njihovu profesionalnu, emocionalnu i socijalnu sastavnicu života, odnosno utječe na smanjenje kvalitete života i profesionalnih uspjeha. Studenti koji se školuju za zanimanja vokalnih profesionalaca, posebice su zanimljiva skupina s obzirom na pojavnost negativnih vokalnih ponašanja tijekom studiranja koja mogu utjecati na njihovu učinkovitost i na početku profesionalne karijere. Logopedi su profesija koja pripada vokalnim profesionalcima druge kategorije, tj. profesija koja se bavi preventivnim i kurativnim aktivnostima usmjerenim uklanjanju poremećaja glasa. U tom kontekstu je shvatljiva pretpostavka da bi oni trebali posvećivati posebnu pozornost svom glasu i aktivnostima koje smanjuju rizik od pojavnosti poremećaja. Cilj ovog rada bio je istražiti, analizirati i protumačiti pojavnosti zlouporabe glasa kod studenata logopedije, odnosno nepravilno i neučinkovito korištenje glasa, koje s vremenom može dovesti do značajnih poteškoća koje mogu rezultirati ograničenjima u profesionalnom radu. Studenti su ispitani upitnikom, posebno kreiranim za potrebe ovog istraživanja. Uzorak ispitanika su studenti preddiplomskog i diplomskog studija logopedije. Rezultati istraživanja pokazuju kako studenti - bez obzira na trenutnu godinu studija - često zlouporabljuju svoj glas i ne primjenjuju tehnike vokalne higijene, unatoč edukaciji koju imaju u formalnom obrazovanju. Rezultati istraživanja upućuju na potrebu dodatne vokalne edukacije budućih vokalnih profesionalaca.
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Detić, Rahela, and Melita Kovačević. "Stanje u logopedskoj praksi i potrebe logopeda u kontekstu dvojezičnosti i jezičnih teškoća." Logopedija 10, no. 2 (2021): 47–53. http://dx.doi.org/10.31299/log.10.2.1.
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Globalizacija i sve učestalije migracije u posljednjih nekoliko desetljeća pridonijeli su rastu specifične kliničke populacije unutar logopedije. Riječ je o dvojezičnim korisnicima logopedskih usluga koji su, zbog svojih specifičnosti, izazov kliničarima u procjeni, planiranju terapije i savjetovanju obitelji dvojezičnih govornika. Cilj je ove teme bolji uvid u logopedski rad, u kontekstu dvojezičnosti i jezičnih teškoća u Republici Hrvatskoj. Zanimalo nas je kolika je zastupljenost dvojezičnih govornika s kojima se logopedi u svom radu susreću, koje tehnike i mjere logopedi upotrebljavaju pri procjeni jezičnoga statusa dvojezičnih govornika, te koje su potrebe vezane za unapređenje logopedskoga rada u kontekstu dvojezičnosti. Elektroničkim upitnikom prikupljeni su odgovori stotinu logopeda iz Republike Hrvatske. Rezultati istraživanja pokazuju da je rad u kontekstu dvojezičnosti vrlo aktualan. Unatoč učestalosti susreta s dvojezičnim govornicima, vrlo nizak postotak sudionika izvještava o stjecanju znanja o važnim temama za rad u kontekstu dvojezičnosti - poput znanja o sredstvima za procjenu dvojezičnih govornika ili znanja o ulozi prevoditelja. To se odrazilo i na praksu logopeda: vrlo nizak postotak logopeda potvrđuje praksu procjene obaju jezika dvojezičnih govornika, kao i pomoć prevoditelja. Najčešće primjenjivane mjere procjene kombinacija su formalnih i neformalnih mjera, te standardizirana procjena hrvatskog jezika. Rezultati ovog istraživanja uvid su u potrebe za unapređenje obrazovanja logopeda, što je preduvjet planiranja intervencije osnaživanja struke za rad u kontekstu dvojezičnosti.
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García-Atarés, Natividad, Rosa Belén Santiago Pardo, and Natalia Jimeno-Bulnes. "Comparación entre las Competencias Transversales/Genéricas del Logopeda en España y Europa. Propuesta de Reformulación." Revista de Investigación en Logopedia 12, no. 1 (2022): e76525. http://dx.doi.org/10.5209/rlog.76525.
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Desde los inicios del modelo educativo del Espacio Europeo de Educación Superior, la formación de los estudiantes de grado tiene como fin prioritario la adquisición de unas competencias profesionales que respondan a la realidad social. La definición y adquisición de dichas competencias son esenciales para la formación continua del profesional, el diseño y desarrollo de planes educativos e implementación de servicios asistenciales. El objetivo del trabajo es realizar un análisis comparativo entre las actuales competencias profesionales transversales/genéricas del logopeda en España y en Europa. Se ha utilizado la relación de competencias transversales recogidas en el Libro Blanco del Grado en Logopedia, la orden CIN y las competencias genéricas establecidas en el proyecto internacional NetQues (Red para la Unificación de Estándares y Calidad de los Programas Educativos de Logopedia en Europa). Se ha realizado un estudio cualitativo de ambas listas para identificar similitudes y diferencias entre ellas. Los resultados establecen las relaciones entre las competencias transversales en España y las genéricas en Europa y se propone un listado completo y claro de competencias transversales que pueda ser referencia para los logopedas españoles e idealmente de Europa. Como conclusiones cabe resaltar que hay equivalencias entre las competencias transversales españolas y las consensuadas en el proyecto europeo NetQues. Tanto las competencias transversales españolas como las europeas pueden agruparse y reducir su número. La reformulación de las competencias transversales es una oportunidad para facilitar su manejo a los estudiantes, formadores y profesionales interesados.
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Bukhtayarova, Elena Yurevna. "Visual Modeling as a Means of Teaching Creative Storytelling to Senior Preschoolers with Severe Speech Impairments." Development of education, no. 1 (7) (March 13, 2020): 35–40. http://dx.doi.org/10.31483/r-74615.
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The article is specifically concerned with the fact that the search for new ways of improving corrective logopedic work with children diagnosed with severe speech disorders is directly associated with changes in the requirements concerning the content of preschool education. Today, the corrective work aimed at addressing emerging or existing impairments of speech and its grammatical structure, as well as phonemic hearing is prioritized in the Russian logopedics, being the most well-developed. The aim of this study is to establish the theoretical basis for the research problem and to develop a course of logopedic classes using visual modeling for developing creative storytelling skills in senior preschoolers with severe speech impairments. The following methods have been used in the study: analysis of literature on the research subject, experiments, methods used in mathematical statistics, qualitative and quantitative methods of processing the experimental findings, observation. It can be concluded that creating motivating communication associated with creative activity or a visual situation creates conditions for children’s independent will to speak out and share their opinion. Developing creative storytelling skills in children of senior preschool age with severe speech disorders presents great difficulties. Creative storytelling is an effective means of speech development. The method of visual simulation can be used when working on all types of coherent expression, in particular, this applies to creative storytelling. In the course of visual modeling children will become familiar with graphic ways of presenting information: images of outlined objects with a minimal amount of details, symbolic images of objects, plans and symbols used in them.
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Kuczyńska, Ewa. "Ludzie, wydarzenia i ośrodki polskiej logopedii, „Logopedia” 23, Wydawnictwo Polskiego Towarzystwa Logopedycznego, Lublin 1996, ss. 246." Biuletyn Historii Wychowania, no. 5/6 (January 14, 2019): 88–89. http://dx.doi.org/10.14746/bhw.1997.5.6.26.
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Ramos Perez, Yilian, Anaisis Valdés Valdés, Marlon Vergara Rodríguez, and María Victoria Machuat Ocampo. "Retos y desafíos en la atención a la disartria." RECIMUNDO 8, Especial (2024): 452–63. http://dx.doi.org/10.26820/recimundo/8.(especial).octubre.2024.452-463.
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La Educación Superior del siglo XXI está llamada a demostrar a la comunidad social su credibilidad académica y su viabilidad económica. Desafíos que se concretan en el rol de la universidad, como motor transformador de la sociedad y gestor del conocimiento para el desarrollo institucional y del país, Por cuanto la formación permanente de los maestros representa un estadio del proceso de formación, el que se desarrolla entre otros, en la superación profesional; donde la actualización sistemática en ellos, conduce a la renovación de los aprendizajes afectivos y cognitivos precedidos. Proceso que constituye un reto en los logopedas que atienden educandos con disartria por la complejidad de esta sintomatología y la integralidad que demanda su tratamiento. En tal sentido, se requiere de un logopeda con las herramientas necesarias para que los educandos con este trastorno se desarrollen en un ambiente favorecedor a tono con la calidad educativa que merecen como entes activos de la sociedad. Los criterios mencionados se ponen de manifiesto en el estudio exploratorio realizado por la autora desde el año 2023, a través de diferentes métodos empíricos de investigación y su experiencia como logopeda y profesora de la disciplina Logopedia. Como respuesta a esta problemática se ha diseñado una estrategia de superación profesional dirigida a los logopedas de la provincia Pinar del Río para la atención a los educandos con disartria, que aplica de manera creadora el enfoque histórico-cultural y la teoría de la educación avanzada para potenciar el trabajo interdisciplinario e intersectorial en la atención logopédica a la disartria.
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Bergwerff, Meike. "‘Met een logopediste'." Kinderopvang 33, no. 8 (2023): 18–19. http://dx.doi.org/10.1007/s41189-023-2002-x.
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Xojiboyeva, Dinora Bahtiyor qizi. "LOGOPEDIYA." TECHNICAL SCIENCE RESEARCH IN UZBEKISTAN 2, no. 1 (2024): 166–70. https://doi.org/10.5281/zenodo.10553887.
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Ushbu maqola Logopediya haqida bo’lib, nutqida nuqsoni bo’lgan bolalarni nutqini to’g’irlash va davolash, Logopediyaning qanday fanligi , vazifalari hamda logopedlarning vazifalari haqida.
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Mendizabal de la Cruz, Nieves, Enrique González Martín, Natalia Jimeno Bulnes, and Carolina Sánchez Gil. "Envejecimiento y lenguaje. Corpus de muestras de habla de personas con deterioro cognitivo leve en entrevistas estructuradas. Presentación del libro." ANALES DE LA REAL ACADEMIA DE MEDICINA Y CIRUGÍA DE VALLADOLID, no. 57 (December 16, 2024): 209–19. https://doi.org/10.24197/aramcv.57.2022.209-219.
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La mejor manera de adentrarse en el conocimiento del lenguaje es a través del análisis de las muestras de habla que manifiestan los seres humanos en sus interacciones orales. En Envejecimiento y lenguaje. Corpus de muestras de habla de personas con deterioro cognitivo leve en entrevistas estructuradas, los autores reúnen en un corpus de entrevistas orales las muestras de habla grabadas, y posteriormente transcritas, en centros sociosanitarios de población mayor de 65 años, pocos meses antes de la pandemia por COVID-19. A partir del análisis de su discurso, desde la lingüística de corpus y la pragmática conversacional, se ofrece a los profesionales de la logopedia, a los investigadores y a los familiares de personas con alteraciones del lenguaje por deterioros neurocognitivos, una fuente empírica de muestras de habla obtenidas en entrevistas semiestructuradas entre un logopeda y una persona mayor con deterior cognitivo leve o moderado. A través del análisis de las características lingüísticas y de las manifestaciones psicopatológicas de las personas entrevistadas, los logopedas y profesionales interesados tendrán a su alcance un conjunto de muestras de habla con las que contribuir a mejorar la atención y la calidad de vida de los mayores, así como una ayuda para la creación de programas específicos de intervención en la comunicación de nuestros mayores.
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Jozipović, Marija, Petra Ramljak, and Iva Renić. "Logopedska praksa s poremećajima glasa u Hrvatskoj." Logopedija 10, no. 1 (2020): 15–22. http://dx.doi.org/10.31299/log.10.1.3.
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Poremećaji glasa dio su logopedske djelatnosti koja uključuje prevenciju, dijagnostiku i terapiju za poboljšanje glasovne proizvodnje. Cilj ovog istraživanja je dobivanje boljeg uvida u logopedski rad u kontekstu poremećaja glasa u Republici Hrvatskoj, što pridonosi unapređenju obrazovanja i logopedske djelatnosti u navedenom području. Istraživanje je bilo namijenjeno radno aktivnim logopedima iz Republike Hrvatske, a provedeno je elektroničkom anketom pod nazivom „Praksa poremećaja glasa u Hrvatskoj“. Anketa je sadržavala ukupno 22 ispitne čestice, koje su se odnosile na sljedeća područja: a) educiranost i znanja sudionika o poremećajima glasa, b) iskustvo u radu s populacijom s poremećajem glasa i c) mišljenja o mogućim rješenjima za unapređenje prakse poremećaja glasa u Republici Hrvatskoj. U istraživanju je sudjelovalo 108 logopeda iz šesnaest županija. Problematika poremećaja glasa u općoj populaciji još nije dovoljno osviještena, a postoji potreba za njenim prepoznavanjem i tretiranjem. Istraživanje je pokazalo da logopedi nakon studija osjećaju nedostatak kompetencija za pružanje logopedskih usluga osobama s poremećajima glasa. Dodatno zabrinjava činjenica da se osjećaj kompetencije ne povećava radnim iskustvom, već uglavnom ostaje isti. Zaključno, na osnovi rezultata ovog istraživanja, postoji potreba za unapređenjem obrazovanja i rada u području poremećaja glasa s više kolegija u planu i programu studija, više sati prakse, čitanja stručnih članaka, pohađanja edukacija i boljeg umrežavanja logopeda.
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Høier, Jorun. "Et profesjonsperspektiv på logopedisk yrkesutøvelse." Norsk pedagogisk tidsskrift 99, no. 01 (2015): 53–66. http://dx.doi.org/10.18261/issn1504-2987-2015-01-06.
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BURROWS, N. "Institute of Logopedics." Australian Occupational Therapy Journal 13, no. 4 (2010): 32–34. http://dx.doi.org/10.1111/j.1440-1630.1966.tb00183.x.
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Teshaboeva, Feruza Raximovna, and Mastura A'zamjon qizi Nazirova. "MAKTABGACHA YOSHDAGI NUTQIY NUQSONLI BOLALAR TA'LIM- TARBIYASIDA O'YINLARNING AHAMIYATI." Universal International Scientific Journal 2, no. 4 (2025): 361–62. https://doi.org/10.5281/zenodo.15240994.
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Ushbu maqolada maxsus ta’limda ham logopedik mashg’ulotlar jarayonida olib boriladigan logopedik o’yinlarning o’ziga hosligi va mohiyati ham alohida mazmun haqida so’z boradi.
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Gruber, H. "Myofunction and logopedia." international journal of stomatology & occlusion medicine 3, no. 2 (2010): 118–28. http://dx.doi.org/10.1007/s12548-010-0058-0.
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. "Logopedie en mondverzorging." Standby 23, no. 5 (2009): 5. http://dx.doi.org/10.1007/bf03080662.
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Neef, Lienke, and Peter Helderop. "Logopedie en tandheelkunde." Standby 31, no. 2 (2017): 20–22. http://dx.doi.org/10.1007/s12490-017-0019-1.
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Reukers, H. A. J. "Pre-orthodontische logopedie." Nederlands Tijdschrift Voor Tandheelkunde 132, no. 04 (2025): 194–99. https://doi.org/10.5177/ntvt.2025.04.24085.
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Sánchez-Delgado, Purificación, Alicia Ortuño Ibáñez, and Aina Cristina Belda-Galbis. "De la atención de los problemas de la audición y lenguaje a la logopedia como disciplina." Revista Iberoamericana de Educación 67, no. 1 (2015): 169–86. http://dx.doi.org/10.35362/rie671269.
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Las dificultades del lenguaje han estado presentes en el ser humano desde la antigüedad. La sensibilización social e institucional hacia este tipo de trastornos ha mejorado lentamente hasta nuestros días. Ya en la Edad Moderna (siglos XVI al XVIII) se informa de educación de sujetos con problemas de lenguaje. Destaca el trabajo de Pedro Ponce de León como precursor del tratamiento estas dificultades. De forma progresiva, se tomó conciencia de la importancia del tratamiento de las dificultades del lenguaje. En los siglos XIX y XX se produce la institucionalización de la atención a personas con trastornos del lenguaje. La Orientación Educativa atiende tradicionalmente esta problemática. Posteriormente surgen numerosas publicaciones, revistas especializadas, congresos y, comienza a hablarse de la disciplina de Logopedia en España. Con todo, el presente trabajo pretende poner de manifiesto la evolución significativa que ha experimentado la logopedia como disciplina en el contexto español y su asociación con la Orientación Educativa y la Psicopedagogía. Hablaremos, en la primera parte, de la historia de la logopedia y, en la segunda parte, del nacimiento de la logopedia como titulación oficial.
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Lesser, Ruth. "The Making of Logopedists: An International Survey." Folia Phoniatrica et Logopaedica 44, no. 3-4 (1992): 105–25. http://dx.doi.org/10.1159/000266147.
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Mora, Claudia Tatiana Escorcia. "Logopedia, Universidad e Inclusión." Revista de Logopedia, Foniatría y Audiología 41, no. 3 (2021): 105–6. http://dx.doi.org/10.1016/j.rlfa.2021.06.001.
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Porayski-Pomsta, Józef. "LOGOPEDIA W UNIWERSYTECIE WARSZAWSKIM." Poradnik Językowy, no. 6/2021/785 (June 15, 2021): 7–21. http://dx.doi.org/10.33896/porj.2021.6.1.
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The paper entitled Logopaedics at the University of Warsaw is composed of two sections. Section one discusses profi les of the following linguists: Jan Baudouin de Courtenay, Tytus Benni, Witold Doroszewski, Halina Koneczna, and Irena Styczek, whose academic research and organisational activity contributed most to the formation of the research on speech acquisition, development, and disorders at the University of Warsaw. Section two presents the history of establishing institutions training speech therapists at the University of Warsaw: Podyplomowe Studium Ortofonii Szkolnej (Postgraduate Studies of School Orthophony), Podyplomowe (later: Pomagisterskie) Studium Logopedyczne (Postgraduate Studies of Logopaedics), and various organisational forms and frameworks of training speech therapists as part of full-time programmes.
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Maciejewska, Alina. "Semantyka wyzwaniem współczesnej logopedii." Prace Językoznawcze 26, no. 4 (2024): 37–52. https://doi.org/10.31648/pj.10586.
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Badania nad znaczeniem wyrazów, zdań, tekstów od dawna interesowały logików, filozofów, psychologów, socjologów i językoznawców. Pomimo dowodów na to, że znaczenie wpłynęło na kształtowanie podstaw gramatyki, warunkuje rozwój języka i udaną komunikację, to dotychczas nie wypracowano uznanych metod jego opisu. W logopedii uwzględnia się je w badaniach nazywania i rozumienia wyrazów i zdań. W artykule scharakteryzowano proponowane w językoznawstwie strukturalistycznym i kognitywnym metody badania/rejestrowania znaczeń wyrazów oraz osiągnięcia współczesnej semantyki kognitywnej. Przedstawiono propozycję wykorzystania w logopedycznym postępowaniu diagnostyczno-terapeutycznym określonych sposobów opisu: od sensoryczno-motorycznego etapu kształtowania wiedzy o znaczeniu wyrazu do etapu rozumienia wyrazu jako znaku językowego osadzonego w systemie językowym. Wskazano na ogromną rolę badań nad rozwojem semantycznym wyrazów i jego ograniczeniach w zaburzeniach mowy i rozwoju języka.
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Castells i Batlló, M. "Terapia miofuncional y logopedia." Revista de Logopedia, Foniatría y Audiología 12, no. 2 (1992): 85–92. http://dx.doi.org/10.1016/s0214-4603(92)75537-5.
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Puyuelo, Miguel. "Especial estudios de logopedia." Revista de Logopedia, Foniatría y Audiología 13, no. 4 (1993): 209–25. http://dx.doi.org/10.1016/s0214-4603(93)75579-5.
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Puyuelo, Miguel. "Especial estudios de logopedia." Revista de Logopedia, Foniatría y Audiología 14, no. 4 (1994): 234–43. http://dx.doi.org/10.1016/s0214-4603(94)75604-7.
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Roustit, Jacques. "La logopedia en francia." Revista de Logopedia, Foniatría y Audiología 15, no. 4 (1995): 227–32. http://dx.doi.org/10.1016/s0214-4603(95)75620-0.
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