Prikaz programa rane intervencije gluve i nagluve dece i dece sa kohlearnim implantom

Abstract

The aim of early intervention is to stimulate sensorimotor, emotional, social and cognitive development. In addition, the goal of early intervention is the early detection and prevention of secondary consequences of a primary difficulty or disorder. The early intervention phases are identification, detection, diagnosis, educational and rehabilitation treatment and counseling. In general, early intervention is determined, that is, it can be interpreted through the interaction of the so-called three systems: family resources, which are fundamental and are affecting the second system – family patterns of interaction, which then affect the third system, which, conditionally, consists of two subsystems, the child’s developmental resources and the child’s social and cognitive competence. The third system also affects the second, that is, family patterns of interaction, and all three interact with each other, including the so-called stressors. Stressors can be defined as the influence of non-optimal interaction patterns (Ljubešić, 2011) The aim of this paper is to present a plan and program for providing early support through educational and rehabilitation work with children from 0-5 years of age who have hearing impairment. The early intervention plan and program was created at the hearing impaired school "Stefan Decanski" in Belgrade as a product of many years of practice in working with deaf, hard of hearing and cochlear-implanted children.

Cilj rane intervencije je podsticanje senzomotornog, emocionalnog, socijalnog i kognitivnog razvoja. Pored toga cilj rane intervencije je i rano otkrivanje i prevencija sekundarnih posledica primarne smetnje ili poremećaja. Faze rane intervencije su identifikacija, detekcija, dijagnostika, tretman i savetovanje. Uopšte, rana intervencija je određena, odnosno može se tumačiti kroz interakciju tkzv. tri sis- tema i to: porodične resurse, koji se nalaze u osnovi i imaju uticaj na drugi sistem, odnosno porodične obrasce interakcije, koji opet uti- ču na treći sistem koji se uslovno rečeno sastoje od dva podsistema, razvojnih resursa deteta i socijalne i kognitivne kompetentnosti deteta. Treći sistem takoće deluje na drugi, odnosno porodične ob- rasce interakcije, a sva tri su u međusobnoj interakciji uključujući i tkzv. stresore. Stresori se mogu odrediti kao uticaj neoptimalnih interacijskih obrazaca. Cilj ovog rada je da se prikaže plan i pro- gram pružanja rane podrške gluvoj i nagluvoj deci i deci sa kohlearnim implantom. Plan i program rane intervencije nastao je u školi za oštećene sluhom nagluve «Stefan Dečanski» u Beogradu, kao proizvod dugogodišnje prakse u radu sa gluvom i nagluvom decom i decom sa kohle- arnim implantom.