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Relevant bibliographies by topics / Speech therapy|Special education / Dissertations / Theses

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Dissertations / Theses on the topic 'Speech therapy|Special education'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

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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2

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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3

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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5

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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6

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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7

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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8

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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9

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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10

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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Hernandez, Amalia W. "Hablando de la herida| Honoring Spanish-Speaking Parents' Experiences Obtaining School-Based Speech and Language Services for Their Children." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843487.

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<p> This study examines the experiences of Spanish-speaking Latino/a parents in their attempts to obtain school-based speech and language services for their children; the impact of these experiences on parents; and parent perspectives on how school-based speech-language pathologists can co-create collaborative relationships. Through a detailed analysis of a focus group and individual interviews of 31 Spanish-speaking parents of children in the REAAD! (Reaching Educational Achievement and Development) Literacy Enrichment Program at a university in Los Angeles, California, this study provided a

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12

Muttiah, Nimisha Anya. "Controversial Therapy and Evidence-Based Practice: The Clinicians' Perspective." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206325052.

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13

Wakefield, Lara Lynn. "Case Study of a Speech-Language Pathologist’s Roles, Routines, and Perceptions as a Collaborative Partner in Inclusive Service Delivery." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178481045.

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14

John, Jeeva. "Acoustic Analysis of Speech of Persons with Autistic Spectrum Disorders." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206329066.

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15

Hernández, Amalia W. "Hablando de la herida: Honoring Spanish-Speaking Parents’ Experiences Obtaining School-Based Speech and Language Services for Their Children." Digital Commons at Loyola Marymount University and Loyola Law School, 2018. https://digitalcommons.lmu.edu/etd/528.

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This study examines the experiences of Spanish-speaking Latino/a parents in their attempts to obtain school-based speech and language services for their children; the impact of these experiences on parents; and parent perspectives on how school-based speech-language pathologists can co-create collaborative relationships. Through a detailed analysis of a focus group and individual interviews of 31 Spanish-speaking parents of children in the REAAD! (Reaching Educational Achievement and Development) Literacy Enrichment Program at a university in Los Angeles, California, this study provided a spac

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16

Ness, Bryan 1976. "An evaluation of the effects of teaching students in a resource classroom a self-regulated assignment attack strategy." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10236.

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xiii, 117 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Students who struggle academically frequently lack or are unable to apply cognitive-motivational processes imperative for self-regulated learning. It is increasingly evident that deficits in self-regulation are a shared characteristic across students who qualify for special education. For example, impaired executive functions, or the cognitive processes responsible for managing and directing goal-directed activity, is a prevalent symptom domai

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17

Doup, Mallory N. "THE ROLES OF SPEECH-LANGUAGE PATHOLOGISTS AND PSYCHOLOGISTS IN THE TREATMENT OF SELECTIVE MUTISM: A COMPARATIVE STUDY." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1270840715.

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18

Placencia, Nikki J. "Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397764560.

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Ensslen, Anysia J. "EXPERIENCES OF SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENTS: AN EXPLORATORY PHENOMENOLOGICAL STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/edl_etds/5.

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Within the past decade little research has been conducted in the United States to examine the preparedness of beginning speech-language pathologists; the seminal article used for this research study comes from the United Kingdom (Horton, Byng, Bunning, & Pring, 2004). Literature from the past few decades indicates that there may be deficiencies in the way that beginning speech-language pathologists are being trained clinically. The review of the literature suggests that the field may lack a clear and broadly supported learning theory or framework for the clinical supervision and training of sp

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20

Welch, Angela. "The Effects of Picture Exchange Communication System Training on the Communication Behaviors of Young Children with Autism or Severe Language Disabilities." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281125104.

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21

Harris, Stephanie. "Factors Contributing to the Shortage of Speech-Language Pathologists in Utah Schools." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2039.pdf.

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22

Schnobrich, Kathleen Marie. "The Relationship between Literacy Readiness and Auditory and Visual Perception in Kindergarteners." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1241010453.

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23

Blum, Sheri Stein. "An Interpretative Phenomenological Analysis of Caregivers' Support for Their Preschool Children's Language and Social Skills Development." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1376.

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Some children have difficulty communicating due to a lack of age-appropriate language and social skills. Researchers have explored how music and language share features that shape language processing. The purpose of this interpretive phenomenological analysis was to explore the experiences of caregivers of preschool children who participated in a music-based program and to understand their perspectives related to children's language and social skill development. Learning style and sensory integration processing theories were used as framework to provide foundations of skills in this study. Res

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Clayton, Lynn E. "Intervention Settings for Children with Cochlear Implants and Developmental Disabilities." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243189468.

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Smith, Julia L. "The Effect of Pairing Adult Eye Gaze With a Communication Device on the Frequency and Duration of Joint Attention Episodes in Typically Developing Infants." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1217036405.

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26

Jones, Carmen L. "Attitudes of K-12 School Administrators Toward Speech-Language Programs in Public Schools." UNF Digital Commons, 2009. https://digitalcommons.unf.edu/etd/528.

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This study examined K-12 school administrators' attitudes toward speech language pathology services in public schools. Elementary, middle, and secondary school based administrators, employed in 63 school districts throughout Florida, were solicited to participate in the study in a letter of invitation generated by a web-based design program, Enterprise Feedback Management (EFM) Community. Administrators volunteering in the study were given an assurance of confidentiality and fair treatment concerning their participation. A survey instrument, the Scale of Educators 'Attitudes toward Speech Path

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27

Fissel, Schea Nicole Fissel. "Evaluating the feasibility of a group adapted shared reading emergent literacy intervention for children with ASD." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1521551834193803.

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Mayer, Maria Grazia Guillen. "Programa de intervenção familiar para a estimulação de linguagem em crianças com síndrome de Down." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7474.

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Submitted by Caroline Periotto (carol@ufscar.br) on 2016-09-26T13:57:50Z No. of bitstreams: 1 TeseMGGM.pdf: 1943442 bytes, checksum: b39e2b91a2115a93501a46939aa53453 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-26T20:49:00Z (GMT) No. of bitstreams: 1 TeseMGGM.pdf: 1943442 bytes, checksum: b39e2b91a2115a93501a46939aa53453 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-26T20:49:06Z (GMT) No. of bitstreams: 1 TeseMGGM.pdf: 1943442 bytes, checksum: b39e2b91a2115a93501a46939aa53453 (MD5)<br>Made available

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Bello, Suzelei Faria. "Interfaces educação especial e fonoaudiologia: um estudo bibliométrico baseado na produção científica de dissertações e teses." Universidade Federal de São Carlos, 2009. https://repositorio.ufscar.br/handle/ufscar/3006.

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Made available in DSpace on 2016-06-02T19:46:03Z (GMT). No. of bitstreams: 1 2281.pdf: 993624 bytes, checksum: d5e3c2cfb49295c73eaf64052ec31dc5 (MD5) Previous issue date: 2009-02-12<br>Universidade Federal de Sao Carlos<br>Speech Pathology and Special Education establish relations of proximity due to similar objects of studies. Besides, the integrated work between professionals maximizes opportunities of growth for both areas. Therefore, the overall objective suggested in this research is to understand how Speech Pathology was taken as the object of research in Special Education based on the

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Glesser, Andrea L. "Evaluation of an Early Literacy Monitoring Tool for At-Risk Readers." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1290178390.

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Reffert, Lori A. "Autism Education and Early Intervention: What Experts Recommend and How Parents and Public Schools Provide." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1209000648.

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Dissertation (Ed.D.)--University of Toledo, 2008.<br>Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Education Degree in Educational Administration and Supervision." Bibliography: leaves 114-120.

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Meissner, Nancy A. Meissner. "A Single-Subject Evaluation of Facilitated Communicationin the Completion of School-Assigned Homework." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1521038309724555.

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Moreschi, Cândice Lima. "Perfil Comunicativo de Usuária de Comunicação Alternativa na Interação com Diferentes Parceiros." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/7258.

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Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-09-19T12:30:55Z No. of bitstreams: 1 TeseCLM.pdf: 2610881 bytes, checksum: acbade02edf0cf4c2062c3df3acad6b5 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-20T13:50:14Z (GMT) No. of bitstreams: 1 TeseCLM.pdf: 2610881 bytes, checksum: acbade02edf0cf4c2062c3df3acad6b5 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-20T13:50:24Z (GMT) No. of bitstreams: 1 TeseCLM.pdf: 2610881 bytes, checksum: acbade02edf0cf4c2062c3df3acad6b5 (MD5)<br>Made available

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Storer, Jennifer L. "Perceptions of Diagnostic Assessment and Feedback, and Response to Treatment Recommendations among Parents of Children Newly Diagnosed with Developmental Disorders." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1417089311.

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35

Ram, Gayatri. "Role of Phonological Opacity and Morphological Knowledge in Predicting Reading Skills in School-Age Children." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385484713.

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Grugan, Cecilia Spencer. "Disability Resource Specialists’ Capacity to Adopt Principles and Implement Practices that Qualify as Universal Design at a 4-Year Public Institution." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1526997302503817.

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37

Boisvert, Michelle K. "An investigation of the efficacy of speech and language interventions with students with ASD using telepractice." 2012. https://scholarworks.umass.edu/dissertations/AAI3518212.

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There is a national shortage of school-based Speech Language Pathologists (SLP). Schools located in rural and geographically remote areas are often impacted by the shortage, and as a result students with an autism spectrum disorder may not receive services that are mandated by their Individual Education Plan. This study examined the use of telepractice as a method of delivery of speech and language services to individuals with autism spectrum disorders in rural areas. A quasi-experimental, single-subject, time-series design was employed. The treatment conditions were manipulated. A counter-bal

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Hall, Nerissa C. "An investigation of the efficacy of direct and indirect AAC service provision via telepractice." 2013. https://scholarworks.umass.edu/dissertations/AAI3589032.

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There is a growing population of individuals using Augmentative and Alternative Communication (AAC) in need of evidence-based intervention from highly qualified personnel. However, not all speech pathology programs offer AAC coursework and/or practicum opportunities, and practicing speech-language pathologists (SLPs) report low levels of confidence and expertise in working with individuals using AAC. Therefore, there is a need to develop more innovative pre-professional training programs to better equip the next generation of SLPs with the knowledge and skills necessary to provide high-quality

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Chan, Feng-Chun, and 詹鳳君. "Special Education Teachers´ Perceptions of Speech-Language Therapy in the Elementary Schools of Taipei County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/71104406906747755614.

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碩士<br>國立臺北教育大學<br>特殊教育學系碩士班<br>98<br>Abstract The research aims to explore the current status of speech therapy provided by speech-language therapists in elementary schools in Taipei County. The participants were 244 special education teachers from resource room and self-contained special classes in elementary schools of Taipei County. The “Questionnaire for Special Education Teachers’ Perceptions of Speech-Language Therapy in the Elementary Schools of Taipei County” were designed and developed to collect needed datum. Data were analyzed in terms of frequency distribution, percentage, avera

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Harris, Ovetta Lorraine Harrison. "Ethnographic study of classroom reading and writing instruction with severely speech and physically impaired children." 1992. https://scholarworks.umass.edu/dissertations/AAI9305838.

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Many children who are severely speech and physically impaired (SSPI) are unsuccessful in developing literacy (Koppenhaver, 1991; Light, 1991). Yet there is increasing recognition that SSPI children are capable of developing sophisticated reading and writing skills (Creech, 1988; Kelford-Smith, 1989; Koppenhaver & Yoder, 1991; Light & Lindsey, 1990). In addition to current cognitive studies about the literacy development of SSPI children, studies are needed from other perspectives. A new and emerging research perspective of literacy development among general education students views reading and

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Currier, Alyssa R. "Effects of a classroom-based pre-literacy intervention for preschoolers with communication disorders." 2013. https://scholarworks.umass.edu/dissertations/AAI3589010.

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Children with communication disorders are often at risk of literacy difficulties, especially students that present with autism and/or speech sound disorders. This quasi-experimental study was designed to examine the effects of a 10-week "hybrid" intervention for preschool students with and without communication disorders in an integrated classroom. The classroom intervention targets both vocabulary and phonological awareness, two critical components of literacy that are strongly correlated with one another. The objectives of this study were (1) to provide empirical evidence that classroom-base

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Veyvoda, Michelle. "An Investigation into the Skill Set of Speech-Language Pathologists Working with Profoundly Deaf Children: A Study in Context." Thesis, 2013. https://doi.org/10.7916/D8M33301.

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This study explored the skill sets possessed by speech-language pathologists working with profoundly deaf children in three types of settings (state-funded "4201" schools for the deaf, Board of Cooperative Educational Services programs, and local school districts) throughout New York State. The phenomenological method of inquiry was utilized to investigate these skill sets within the varying contexts of speech pathologists' work environments and the deaf students within those settings. Fourteen speech-language pathologists were interviewed for this study; data was triangulated by the collectio

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Felicetti, Catherine. "Dysphagia Management in Schools: A Survey of Speech-Language Pathologists." 2019. https://scholarworks.umass.edu/masters_theses_2/771.

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Introduction: To date, few research studies have evaluated pediatric feeding and swallowing practices in school systems across the United States. This study aims to i) understand the factors that impact a speech-language pathologists (SLPs) level of comfort in providing these services, ii) to identify barriers to service provision, iii) develop a concrete understanding of a SLPs role in providing feeding and swallowing services in a school setting, and iv) to identify the types of service suggested by school-based SLPs in response to a fictional case study. Methods: School-based SLPs and clini

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KŮRKOVÁ, Magdalena. "Role logopeda ve školství." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-391002.

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The theoretical part of the diploma thesis is characterized by the history of logopaedics in the Czech Republic, the distribution of logopedic intervention and the organization of logopedic workers. The main subject of the thesis is to describe the requirements for the education and professional development of a teacher providing logopedic care both in the education sector and in the private sphere. It is also mentioned the division of logopedic workplaces according to individual spheres of education. The aim of the practical part is to map logopedic care in the South Bohemian Region. There is

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Odstrčilová, Kateřina. "Rozvoj komunikačních dovedností u integrovaných žáků 1. stupně ZŠ." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-356278.

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This thesis deals the special pedagogical problems of education of integrated pupils in primary school. The aim of this thesis is analyze the communicative skills of pupils with different educational needs. The partial aim of this thesis is finding development of individual language levels of children with special educational needs in primary school according to a story from the book that commonly used in the classroom. The theoretical part is the basis for meeting performance targets. It dedicated to communication, speech and its development and individual education program. The practical par

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Santana, Gianni Silva. "O trabalho cooperativo entre terapeutas da fala e docentes de educação especial: contributos para a inclusão de crianças e jovens com necessidades educativas especiais." Master's thesis, 2015. http://hdl.handle.net/10437/7018.

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Orientação: Jorge Serrano<br>Partindo do pressuposto de que a Declaração de Salamanca (UNESCO, 1994), vem inserir um novo conceito de educação para todos, reconhecendo a lacuna educacional de assistência das pessoas com qualquer tipo de deficiência visto que estas tem o direito de expressar seus desejos com relação a educação apropriada as necessidades, aspirações e circunstâncias. O presente estudo foi realizado através de um questionário por meio de vinte e três perguntas fechadas e uma pergunta aberta direcionados a Professores de Educação Especial e Terapeutas da Fala, com uma amostra de

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Hlavatá, Nicole. "Pedagogická činnost Mezigeneračního centra Julie." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-436513.

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(in English) This diploma thesis focuses on the Intergenerational Center Julie, that combines kindergarten and day care center for the elderly and adults. The facility works with clients, both children and adults, with communication disorders. The aim of the thesis is to describe educational activities with both groups of clients and especially those activities that take place, when both groups are together and that can be defined as the intergenerational learning. The thesis is of theoretical and empirical nature. The theoretical part briefly describes individual pedagogical fields applied in

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Matos, Tânia Raquel Durães de. "A fala e o gesto : o papel do terapeuta da fala nos diferentes graus de surdez." Master's thesis, 2014. http://hdl.handle.net/10400.14/16262.

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A presente dissertação de mestrado pretendeu encontrar respostas para a questão de investigação delineada: Qual o papel dos terapeutas da fala nos diferentes graus de surdez (ligeira, moderada, severa, profunda)? Para se responder a esta questão, seguiu-se um estudo quantitativo e descritivo, cujos dados foram recolhidos através de um inquérito por questionário, numa amostra de 12 Terapeutas da Fala, de Agrupamentos e Escolas Secundárias de Referência para o Ensino Bilingue de Alunos Surdos do país. Os dados empíricos permitiram concluir que não se confirmou a primeira hipótese de inve

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Majerová, Radka. "Lingvistika ve speciální pedagogice." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-353603.

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Abstract:

Lingvistika je představena v aplikaci na řešení obtíží u lidí s jazykovým hendikepem, kteří se nacházejí ve speciálně pedagogickém prostředí. Ve výzkumu a rehabilitaci jazykových symptomů se nazývá klinickou lingvistikou. Klinická lingvistika kooperuje v multidisciplinárním kontextu s psycholingvistikou a neurolingvistikou. Práce nastiňuje potřebnost klinické lingvistiky také v českém měřítku. Je analyzována diagnóza vývojová anartrie u celoživotně nemluvících lidí s dětskou mozkovou obrnou. Vývojová anartrie je dosti častou diagnózou ve speciálním školství. Vyjevuje se její nedostatečný popis

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