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An Empirical Verification of the Integral Development Method for Deaf Children
dc.creator | Nikolić, Gordana | |
dc.creator | Radoman, Vesna | |
dc.creator | Dimoski, Sanja | |
dc.date.accessioned | 2021-06-09T14:32:52Z | |
dc.date.available | 2021-06-09T14:32:52Z | |
dc.date.issued | 2020 | |
dc.identifier.issn | 1848-5189 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/1282 | |
dc.description.abstract | Empirical findings on the difficulties deaf children face in certain areas of cognitive, conative, emotional, and social development served as a basis for the Integral Development Method for Deaf Children. The principles of the World Federation of the Deaf (WFD) relating to the importance of sign language, neglected for a long time, provided a wider basis of this method. The first part of the article presents the method in a general way. The research part of the article examined the results of two experimentally controlled workshops. The first workshop examined the effects of various non-verbal stimulation techniques on cognitive development. The second workshop examined the effects of a systematic application of sign language on communicative and educative development. Data in Study 1 were collected by Piaget's test and in Study 2 by the Communication Competence Scale. The sample consisted of 50 subjects in Study 1 and 60 subjects in Study 2. The subjects were deaf children aged 8 to 12. The results confirmed that a systematic application of various non-verbal workshop techniques that are suitable for deaf children significantly contributes to the promotion of cognitive development and that they effectively enhance and accelerate the concrete operational stage. A systematic application of Serbian sign language influenced the promotion of Serbian speech-language and complete communicative competence, as well as higher cohesion of sign language and speech-language communication skills. Sign language also influenced school achievement. | en |
dc.publisher | Fac Teacher Education, Zagreb | |
dc.rights | restrictedAccess | |
dc.source | Croatian Journal of Education | |
dc.subject | cognitive development | en |
dc.subject | communication | en |
dc.subject | non-verbal approaches | en |
dc.subject | sign language | en |
dc.title | An Empirical Verification of the Integral Development Method for Deaf Children | en |
dc.type | article | |
dc.rights.license | ARR | |
dc.citation.epage | 76 | |
dc.citation.issue | 1 | |
dc.citation.other | 22(1): 41-76 | |
dc.citation.rank | M23 | |
dc.citation.spage | 41 | |
dc.citation.volume | 22 | |
dc.identifier.doi | 10.15516/cje.v22i1.3258 | |
dc.identifier.scopus | 2-s2.0-85099289318 | |
dc.identifier.wos | 000535653600003 | |
dc.type.version | publishedVersion |