Relevant bibliographies by topics / Speech therapy|Special education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Speech therapy|Special education'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Speech therapy|Special education"

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Kim, Matthew H., and Laura Lee McIntyre. "Early Communication Skills and Special Education Outcomes at School Entry: Implications for Pediatric Care and Screening." Global Pediatric Health 6 (January 2019): 2333794X1988418. http://dx.doi.org/10.1177/2333794x19884185.

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Objective. To examine whether children’s early communication skills at age 3 predict special education outcomes at kindergarten entry. Methods. Data from 139 children eligible for early intervention or early childhood special education services were examined. Early communication was defined separately as expressive and receptive language skills and was measured by the Vineland Adaptive Behavior Scales–Second Edition. Outcome variables were parent-reported measures of special education use and dosage as well as speech therapy receipt and dosage at kindergarten entry. Results. Better expressive
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황우아 and 이은경. "Speech Therapy Support in Special Education Classes in Jeollanam-do and its Perception by Special Education Instructors." Journal of speech-language & hearing disorders 25, no. 1 (2016): 159–71. http://dx.doi.org/10.15724/jslhd.2016.25.1.015.

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Sheremet, Mariia, and Zhanna Kovalchuk. "THE EVOLUTION OF SPECIAL EDUCATION IN UKRAINE AS A SEPARATE SCIENTIFIC AREA IN THE 1940-1960'S." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 169–77. http://dx.doi.org/10.51706/2707-3076-2019-1-18.

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The purpose of the article is to analyze the main directions for the development of the theoretical foundations of special education and speech therapy in Ukraine during the 1940–1960's in the light of the decisions made by the pro-government bodies of the Ukrainian SSR. The article focuses on the need for critical analysis of the historical and pedagogical conditions for the development of speech therapy as a science in Ukraine as a definite experience for creative reflection in the course of modernization of special education in the current socio-economic, socio-political and cultural situat
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Tsymbal-Slatvinska, Svitlana. "Stages of professional preparation for future speech therapists in the special education system." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 334–40. http://dx.doi.org/10.33310/2518-7813-2019-65-2-334-340.

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The article covers the history of the formation and development of the domestic system of speech therapy. It is disclosed that the development of speech therapy education in all historical periods is connected with the socioeconomic structure of the country, the value orientations of the state and society, the policy of children with deviations in development, the legislation in the field of education in general, the world historical-pedagogical process, the level of development of defectological science as an integrated field of knowledge at the junction of medicine, psychology, pedagogy. Som
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Koshcheyeva, Olga, Vladimir Kryuchkov, Natalia Maltseva, and Olga Yakunina. "Professional psycholinguistic training of speech therapists in higher education." SHS Web of Conferences 70 (2019): 10004. http://dx.doi.org/10.1051/shsconf/20197010004.

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The article discusses the psycholinguistic training of speech therapists in present-day higher education. We argue the importance of psycholinguistic training of undergraduate and graduate students majoring in speech therapy and describe the educational design and implementation of psycholinguistic training at the Faculty of Pedagogical and Special Needs Education of Saratov National Research State University.
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МИЦИК, Ганна, та Михайло ПРИШЛЯК. "ПРО ВПРОВАДЖЕННЯ ГЕЙМІФІКАЦІЇ В ПРОЦЕС НАВЧАННЯ ЗДОБУВАЧІВ СПЕЦІАЛЬНОСТІ 016.01 СПЕЦІАЛЬНА ОСВІТА (ЛОГОПЕДІЯ)". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1 (29 квітня 2021): 284–93. http://dx.doi.org/10.31494/2412-9208-2021-1-1-284-293.

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У статті акцентовано увагу на ролі інформаційно-комунікаційних технологій у всіх сферах життєдіяльності людини, зокрема і у вищій освіті. Вказано на зміни, що відбуваються у ставленні нового покоління, що зростає на основі гаджетів та цифрових додатків, до навчання. Зазначено необхідність пошуку науково-педагогічними працівниками закладів вищої освіти всіх форм власності нових підходів до оптимізації освітнього процесу відповідно до потреб і особливостей сучасного покоління здобувачів. З’ясовано сутність гейміфікації, досліджено можливості використання її методів як ефективного засобу вкл
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Peele, Muchinka Mbewe, Cindy Gill, and Sarah Wainscott. "Progress in Education of Children With Disabilities in Zambia." Perspectives of the ASHA Special Interest Groups 5, no. 6 (2020): 1820–27. http://dx.doi.org/10.1044/2020_persp-20-00034.

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Purpose The purpose of this review article is to review the progress made in the treatment and education of persons with disabilities in Zambia, to identify barriers that have hindered change and initiatives that have facilitated positive changes in Zambia, and to highlight the initial steps toward the establishment of the profession of speech-language pathology in Zambia. Conclusions There have been remarkable strides in the education of children with disabilities and the establishment of support for persons with disabilities since the Republic of Zambia became an independent nation in 1964.
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Grigoreva, Inna, Iryna Makarenko, and Tetiana Makhukova. "Organization of Speech Therapy Practice in the System of Training Competitive Specialists in the Field of Special Education." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 77–87. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-77-87.

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The article deals with the problem of the content of the training speech therapists at the higher educational establishment at the present stage of democratic change in society. Areas of improvement of training, content, organization and methods of it's implementation for students specializing in "Logopedics" have been determined. The current state of the growth in the number of children with impaired psychophysical development according to the Ministry of Health of Ukraine is analyzed. The state program “The concept of teacher education” is considered, which indicates the main goal of the Ukr
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Elena V, Zvoleyko. "Actual Problems and Debatable Aspects in the Practice of Training Speech Therapists." Scholarly Notes of Transbaikal State University 15, no. 4 (2020): 56–64. http://dx.doi.org/10.21209/2658-7114-2020-15-4-56-64.

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The process of professional training of future speech therapy teachers is closely related to the state of General and special education systems, focused on achievements in the development of the theory of speech therapy and the realities of practical speech therapy. All the factors the authors have noted make adjustments to the process of training speech therapists, often exposing the problems of their professionalization, generating discussion points in the course of professional training. The article discusses a number of problems that arise in the process of professionalization of future sp
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Hanakova, Adela, and Katerina Stejskalova. "Symptomatic Speech Disorders - Theoretical Basis and Practical Applications." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (May 17, 2015): 97. http://dx.doi.org/10.17770/sie2015vol3.388.

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<p><em>Area of symptomatic speech disorders in person with sensory disabilities still stands on the edge of the interests of professionals. The article deals with the issue of speech therapy, special education of person with hearing impairment, and special education of person with visual impairment. Disruption of communication for people with sensory disabilities is one of the determinants of the quality of life. Within a broader theoretical framework symptomatic speech disorders in person with visual and hearing disability will be planted partial results of research with qualitati
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Dissertations / Theses on the topic "Speech therapy|Special education"

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Chipinka, Megan. "The effects of augmented input on receptive and expressive language for native augmentative and alternative communication (AAC) users during shared storybook readings." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10196441.

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<p> The study was a pre-experimental pre- and post-treatment single case study which focused on evaluating the effects of augmentative and alternative communication (AAC) modeling during shared storybook readings. Aided AAC modeling interventions provide verbal and visual language models to support language comprehension and use for children with complex communication needs (CCN). The study measured four aspects of change before and after the AAC modeling phase including a) the number of communicative turns by the AAC user; b) the complexity and length of the initiations and responses made by
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Ross, Mary Christine. "Promoting Joint Attention in Children with Visual Impairment: Proposing an Intervention Using Modified Strategies from Joint Attention Symbolic Play Engagement Regulation (JASPER)." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500289755492111.

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Nguyen, Vinh-An. "Expert Perspectives on Using Mainstream Mobile Technology for School-Age Children Who Require Augmentative and Alternative Communication (AAC)| A Policy Delphi Study." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608740.

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<p> Despite legislation in the U.S.A requiring the use of assistive technology in special education, there remains an underutilization of technology-based speech intervention for young students who require augmentative and alternative communication (AAC). The purpose of this Policy Delphi study was to address three guiding research questions that relate to the feasibility of using mainstream mobile technology, facilitative actions, and stakeholder roles for implementation and utilization of AAC in elementary school settings. Data were collected in two rounds of questionnaires given to experts
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Maxwell, Jamie M. "An Investigation of How School Age Children with Autism Spectrum Disorders Use Writing as a Socio-Cultural Tool in the Context of a Meaning Based Literacy Environment." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002469.

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<p> This dissertation, employing a social constructivist orientation, investigated the socialization behaviors employed by school age children with Autism Spectrum Disorders (ASD) in the context of meaning-based writing activities. A qualitative investigation, this study used ethnographic methods to describe and interpret the social behaviors of the individual participants throughout the writing events. Data in the form of audio and video recordings, participant observations, artifacts, and parent interviews for three participants with ASD were collected over the course of one academic semeste
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Emeeshat, Janah S. "Isolated Word Speech Recognition System for Children with Down Syndrome." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu150400900840969.

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Kim, Jeonga. "Meaning-Making Interactions to Co-construct Written Texts between Graduate Student Clinicians (GSCs) and Children with Language and Learning Difficulties (LLD)| Two Case Studies." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10843889.

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<p> The purpose of this study is to identify the complex features of writing intervention of Graduate Student Clinicians (GSCs) for children with Language and Learning Difficulties (LLD) upon the qualitative research paradigm. To do this, verbal and non-verbal interactions, a total of two hours 18 minutes and 44 four seconds and a total of 2,170 turns of the four writing sessions of the two dyads, were video-taped, transcribed, and encoded depending on the contexts, purposes, and strategies. </p><p> The complexity in the process of writing by the two dyads was revealed and compared in terms
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Monica, Danielle R. "The Picture Exchange Communication System (PECS) and its effect on communicative abilities in Rubinstein-Taybi Syndrome| A retrospective case study." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10046248.

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<p> Rubinstein-Taybi Syndrome (RTS) is a rare congenital neurodevelopmental disorder that often presents with corresponding speech and language delays. However, the available literature on communicative development in RTS is currently very limited. The purpose of this retrospective single-case research study was to evaluate the effectiveness of the Picture Exchange Communication System (PECS), an aided augmentative and alternative communication (AAC) system developed to teach functional communication to children with limited communication, on communicative abilities in RTS by providing a detai
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Donnellan, Morgan Kathleen. "Language Input Differences Between General and Special Education Teachers." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343259948.

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Whited, Jennifer E. "An Investigation of Struggling Learners' Motivation to Read." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10003755.

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<p> This investigation explores the manifestation of motivation as well as the systematic strategies that speech-language pathology graduate students employ to facilitate motivation in struggling learners. A qualitative paradigm was utilized to study three participant dyads, each one consisting of a child with a language disorder and a speech-language pathology graduate student. The primary source of data was video transcript analysis of a total of 17 representative shared reading sessions. The findings of this study demonstrate that motivation to participate in shared reading is manifested in
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Enwefa, R., S. Enwefa, and Arnold Ph D. Nyarambi. "Speech-Language, Nutrition, and Behavior Therapy for Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8275.

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Books on the topic "Speech therapy|Special education"

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A, Wright Jannet, ed. Speech and language therapy: The decision making process when working with children. 2nd ed. Routledge, 2012.

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Wolnicz-Pawłowska, Ewa, and Wojciech Brejnak. Logopedia a specjalne potrzeby edukacyjne w obliczu reformy szkolnej. Wydawn. Uniwersytetu Kardynała Stefana Wyszyńskiego, 2011.

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Shimotakahara, Joanne. Speech-language pathology practice in Ontario schools. National Library of Canada, 1990.

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Hinz, Margund. Die Geschichte des Sprachheilwesens in Ostpreussen: Von den Anfängen bis 1945. Frieling, 2005.

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Foster, Beverly. Vocabulary and syntax roundup! Super Duper Publications, 1998.

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Rudebusch, Judy. The source for RTI: Response to intervention. LinguiSystems, 2008.

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Rudebusch, Judy. The source for RTI: Response to intervention. LinguiSystems, 2008.

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Rudebusch, Judy. The source for RTI: Response to intervention. LinguiSystems, 2008.

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Sodogé, Anke. Belastung und Professionalisierung von Sonderschullehrern an der Schule für Sprachbehinderte. Mainz Verlag, 2003.

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Sodogé, Anke. Belastung und Professionalisierung von Sonderschullehrern an der Schule für Sprachbehinderte. Mainz Verlag, 2003.

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Book chapters on the topic "Speech therapy|Special education"

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Rodríguez, William R., Oscar Saz, and Eduardo Lleida. "Experiences Using a Free Tool for Voice Therapy Based on Speech Technologies." In Technologies for Inclusive Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2530-3.ch002.

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This chapter reports the results after two years of deployment of PreLingua, a free computer-based tool for voice therapy, in different educational institutions. PreLingua gathers a set of activities that use speech processing techniques and an adapted interface to train patients who present speech development delays or special voice needs in the environment of special education. Its visual interface is especially designed for children with cognitive disabilities and maps relevant voice parameters like intensity, vocal onset, durations of sounds, fundamental frequency, and formant frequencies to visually attractive graphics. Reports of successful results of the use of PreLingua have been gathered in several countries by audiologists, speech therapists, and other professionals in the fields of voice therapy, and also, in other fields such as early stimulation, mutism, and attention-deficit disorders. This chapter brings together the experiences of these professionals on the use of the tool and how the use of an interface paradigm that maps acoustic features directly to visual elements in a screen can provide improvements in voice disorders in patients with cognitive and speech delays.
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Iolanda, Tobolcea, and Danubianu Mirela. "Serious Games in Speech Therapy." In Handbook of Research on Serious Games as Educational, Business and Research Tools. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0149-9.ch022.

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Technological development will shed new light upon teaching methodologies, and psychologists, pedagogical experts, and computer experts will have to closely collaborate in order to produce a ready-made tool to be used in the future teaching practice. The educational system intensively uses ICT devices and programs, as their use can change the perspective on the educational policy. In Romania, the psycho-pedagogical studies and experiments contributed to the improvement of the therapeutic progress of the persons with special educational needs. This chapter aims to analyze the way in which serious games can be used in education and see how they can become useful tools in speech therapy. The conclusion of this chapter is that, like many other computer applications, serious games can be tools that complement, often with remarkable results, the therapy.
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O'Connor Jr., Johnny R., and Keonta N. Jackson. "The Use of iPad® Devices and “Apps” for ASD Students in Special Education and Speech Therapy." In Mobile Devices in Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch048.

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This chapter presents an examination of the various uses of iPads and applications (“apps”) for students with Autism Spectrum Disorder (ASD) in special education and speech therapy settings. Although many individuals view these technologies as less academic and as more entertainment or “busy tasks,” if appropriately vetted, and with proper training, they can serve a significant purpose in the lives of individuals with ASD. Using this technology in educational and therapeutic environments can further extend the often static approach to education and therapy treatments to a more fluid and flexible approach meeting the varied and individualized needs of students with ASD.
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O'Connor Jr., Johnny R., and Keonta N. Jackson. "The Use of iPad® Devices and “Apps” for ASD Students in Special Education and Speech Therapy." In Accessibility and Diversity in Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1213-5.ch023.

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This chapter presents an examination of the various uses of iPads and applications (“apps”) for students with Autism Spectrum Disorder (ASD) in special education and speech therapy settings. Although many individuals view these technologies as less academic and as more entertainment or “busy tasks,” if appropriately vetted, and with proper training, they can serve a significant purpose in the lives of individuals with ASD. Using this technology in educational and therapeutic environments can further extend the often static approach to education and therapy treatments to a more fluid and flexible approach meeting the varied and individualized needs of students with ASD.
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O'Connor Jr., Johnny R., and Keonta N. Jackson. "The Use of iPad® Devices and “Apps” for ASD Students in Special Education and Speech Therapy." In Advances in Early Childhood and K-12 Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0816-8.ch014.

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This chapter presents an examination of the various uses of iPads and applications (“apps”) for students with Autism Spectrum Disorder (ASD) in special education and speech therapy settings. Although many individuals view these technologies as less academic and as more entertainment or “busy tasks,” if appropriately vetted, and with proper training, they can serve a significant purpose in the lives of individuals with ASD. Using this technology in educational and therapeutic environments can further extend the often static approach to education and therapy treatments to a more fluid and flexible approach meeting the varied and individualized needs of students with ASD.
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Hettiarachchi, Shyamani, M. Dumini K. de Silva, Thilanka Wijesinghe, et al. "“Free But Not Fair”: A Critical Review of Access to Equal Education for Deaf Children in Sri Lanka." In Deaf Education Beyond the Western World. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880514.003.0012.

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The first special school for children with disabilities in Sri Lanka opened over 100 years ago, in 1912. Over the years, a number of students with disabilities have gone on to tertiary education. However, deaf sign language users appear to have been left behind: To date, no deaf learner accessing education exclusively through Sri Lankan Sign Language has entered a local university. This chapter begins with a critical review of the trajectory of educational provision for deaf children followed by an appraisal of the contributions made by the Sri Lankan deaf associations toward increasing education access for deaf children. This leads to an analysis of the audiological and speech-language therapy services available within the school context and an evaluation of the limited but growing local “insider” research on deaf education. The chapter ends with reflections and recommendations for ensuring full and equal access to education for deaf children by 2030.
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Dichek, Natalia. "The First Steps in the State Systematization of Special Education: Ukrainian Experience." In Trends and Prospects of the Education System and Educators’ Professional Training Development. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch021.

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The paper will substantiate the author’s version of the retrospective analysis of the organizing in Ukraine in the 1920s-1930s the first state education system for the special children (the disabled), that is, children with physical or mental problems – blind, deaf, persons with mental or psychoneurotic problems. It is substantiated that for the first time in the history of national education, the state approach to the examination and selection, training, education, socialization or care of such children were legalized. In addition to specialized classes and boarding schools, the system of institutions for special children also included sanatorium schools, clinic schools, and speech therapy courses. During this period of time, a network of research institutions was also created – medical and pedagogical offices (1922), departments at the Ukrainian Research Institute of Pedagogy (1926) and the Ukrainian Psychoneurological Institute (1922), whose researches were engaged in the study of the special children and the development of methods for their rehabilitation training and possible correction of the health state. From the very beginning, the problem of the special children was considered in the unity of the pedagogical and medical aspects.
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Culén, Alma Leora, and Anna Karpova. "Designing with Vulnerable Children." In Advances in Human and Social Aspects of Technology. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6228-5.ch007.

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In this chapter, the authors consider a researcher's perspective in projects involving design of assistive technologies for and with children who have moderate to severe limitations, such as cognitive impairments, impulse control issues, strongly reduced vision, or speech problems. The secondary objective is to introduce the concept of vulnerability in such complex design contexts, exploring it in relation to researchers, the user group, and other stakeholders. They argue that awareness of diverse risks can lead to a design process that reduces or even eliminates some of these risks, empowering both researchers and users in the process. The case used as a basis for discussion is that of an iPad app design for and with children in a special education class, and later, with children in occupational therapy.
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Culén, Alma Leora, and Anna Karpova. "Designing with Vulnerable Children." In Gamification. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch030.

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In this chapter, the authors consider a researcher's perspective in projects involving design of assistive technologies for and with children who have moderate to severe limitations, such as cognitive impairments, impulse control issues, strongly reduced vision, or speech problems. The secondary objective is to introduce the concept of vulnerability in such complex design contexts, exploring it in relation to researchers, the user group, and other stakeholders. They argue that awareness of diverse risks can lead to a design process that reduces or even eliminates some of these risks, empowering both researchers and users in the process. The case used as a basis for discussion is that of an iPad app design for and with children in a special education class, and later, with children in occupational therapy.
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Conference papers on the topic "Speech therapy|Special education"

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Ahsin, Muhammad, Ristiyani Ristiyani, and Dina Lusianti. "Making Speech Therapy Aids for Children with Special Needs." In Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August 2019, Kudus, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-8-2019.2288162.

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