rFASPER - Repository of the Faculty of Special Education and Rehabilitation
Faculty of Special Education and Rehabilitation
    • English
    • Српски
    • Српски (Serbia)
  • English 
    • English
    • Serbian (Cyrillic)
    • Serbian (Latin)
  • Login
View Item 
  •   rFASPER
  • rFASPER
  • Radovi istraživača / Researcher's publications
  • View Item
  •   rFASPER
  • rFASPER
  • Radovi istraživača / Researcher's publications
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Znakovna i govorna komunikacija dece predškolskog uzrasta sa slušnim aparatima i kohlearnim implantom

Sign and spoken communication in preschool children with hearing aids and cochlear implants

Thumbnail
2013
IUIUIUI.pdf (307.3Kb)
Authors
Kovačević, Tamara
Dimić, Nadežda
Isaković, Ljubica
Contributors
Gligorović Milica
Conference object (Published version)
Metadata
Show full item record
Abstract
Znakovni jezik je jezik koji gluva deca spontano usvajaju i uče, kao što čujuća deca usvajaju govorni jezik svoje okoline. Prilikom komunikacije sa gluvim detetom treba koristiti govor koji se prati gestom sve dok dete ne nauči govornu reč i shvati njeno značenje.Slika kao podsticaj je pogodno sredstvo za ispitivanje govorno-jezičkih sposobnosti. Cilj istraživanja bio je ispitivanje stepena usvojenosti znakovnog i govornog jezičkog izraza kod dece predškolskog uzrasta sa slušnim aparatima i kohlearnim implantom. Ispitivan je uticaj različitih varijabli, kao što su stepen oštećenja sluha i pol, na stepen usvojenosti znakovnog i govornog jezičkog izraza. Instrument istraživanja bio je Test za ispitivanje sposobnosti opisivanja slike (Vasić, 1983). Uzorak je činilo 11 dece predškolskog uzrasta. Šestoro dece je nosilo slušne aparate, a petoro dece je bilo sa kohlearnim implantom. Pri opisu slika, deca predškolskog uzrasta, postigla su bolja postignuća u okviru znakovnog jezika..., u odnosu na govor. Razvijenost znakovnog jezičkog izraza utiče na razvijenost govornog jezičkog izraza. Znakovnu i govornu komunikaciju je neophodno razvijati kroz sve spontane i usmerene aktivnosti dece predškolskog uzrasta sa slušnim aparatima i kohlearnim implantom. Kroz različite usmerene aktivnosti, neophodno je, organizovati igre za formiranje pravilnog izgovora glasova, kao i igre za razvoj i bogaćenje rečnika i rečenice dece.

Sign language is a language that deaf children spontaneously adopt and learn, just like normally hearing children adopt the spoken language of their environment. When communicating with a deaf child, speech should be used followed by gestures, until the child adopts the spoken word and understands its meaning. A picture, utilized as a stimulus, is a suitable medium for evaluating speech-language abilities. The aim of this study was to evaluate the level of adoption of sign language and verbal expression in preschool children with hearing aids and cochlear implants. The effect of different variables (such as the degree of hearing loss and sex) on the level of acquisition of sign and spoken language expression was examined. The instrument used in this research was the Test for examining the ability to describe images. The sample consisted of 11 preschool aged children. Six children had hearing aids, whilst five children had cochlear implants. In describing the pictures, the... preschool aged children showed better results when using sign language, in comparison with their use of their spoken language. The development of sign language expression affects the development of spoken language expression. Sign and spoken communication should be developed through all spontaneous and directed activities of preschool children with hearing aids and cochlear implants. Through various directed activities, it is necessary to organize games aimed at forming correct pronunciation of sounds, as well as games for developing and enriching the vocabularies and sentences of children.

Keywords:
sign and spoken communication / preschool children / hearing aid / cochlear implantation / znakovna i govorna komunikacija / predškolski uzrast / slušni aparati / kohlearni implant
Source:
Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013, 2013, 361-381
Publisher:
  • Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
Funding / projects:
  • Designig a protocol for Assessing the Educational potentials of Children with Disabilities as a Criterion for Development of Individual Educational Programs (RS-179025)

ISBN: 978-86-6203-044-3

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_rfasper_2136
URI
http://rfasper.fasper.bg.ac.rs/handle/123456789/2136
Collections
  • Radovi istraživača / Researcher's publications
Institution/Community
rFASPER
TY  - CONF
AU  - Kovačević, Tamara
AU  - Dimić, Nadežda
AU  - Isaković, Ljubica
PY  - 2013
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2136
AB  - Znakovni jezik je jezik koji gluva deca spontano usvajaju i uče, kao što
čujuća deca usvajaju govorni jezik svoje okoline. Prilikom komunikacije sa gluvim
detetom treba koristiti govor koji se prati gestom sve dok dete ne nauči govornu reč
i shvati njeno značenje.Slika kao podsticaj je pogodno sredstvo za ispitivanje
govorno-jezičkih sposobnosti.
Cilj istraživanja bio je ispitivanje stepena usvojenosti znakovnog i
govornog jezičkog izraza kod dece predškolskog uzrasta sa slušnim aparatima i
kohlearnim implantom. Ispitivan je uticaj različitih varijabli, kao što su stepen
oštećenja sluha i pol, na stepen usvojenosti znakovnog i govornog jezičkog izraza.
Instrument istraživanja bio je Test za ispitivanje sposobnosti opisivanja slike
(Vasić, 1983). Uzorak je činilo 11 dece predškolskog uzrasta. Šestoro dece je
nosilo slušne aparate, a petoro dece je bilo sa kohlearnim implantom.
Pri opisu slika, deca predškolskog uzrasta, postigla su bolja postignuća u
okviru znakovnog jezika, u odnosu na govor. Razvijenost znakovnog jezičkog
izraza utiče na razvijenost govornog jezičkog izraza.
Znakovnu i govornu komunikaciju je neophodno razvijati kroz sve
spontane i usmerene aktivnosti dece predškolskog uzrasta sa slušnim aparatima i
kohlearnim implantom. Kroz različite usmerene aktivnosti, neophodno je,
organizovati igre za formiranje pravilnog izgovora glasova, kao i igre za razvoj i
bogaćenje rečnika i rečenice dece.
AB  - Sign language is a language that deaf children spontaneously adopt and
learn, just like normally hearing children adopt the spoken language of their environment.
When communicating with a deaf child, speech should be used followed
by gestures, until the child adopts the spoken word and understands its meaning.
A picture, utilized as a stimulus, is a suitable medium for evaluating
speech-language abilities.
The aim of this study was to evaluate the level of adoption of sign
language and verbal expression in preschool children with hearing aids and
cochlear implants. The effect of different variables (such as the degree of hearing
loss and sex) on the level of acquisition of sign and spoken language expression
was examined. The instrument used in this research was the Test for examining the
ability to describe images.
The sample consisted of 11 preschool aged children. Six children had
hearing aids, whilst five children had cochlear implants.
In describing the pictures, the preschool aged children showed better
results when using sign language, in comparison with their use of their spoken
language.
The development of sign language expression affects the development of
spoken language expression.
Sign and spoken communication should be developed through all
spontaneous and directed activities of preschool children with hearing aids and
cochlear implants.
Through various directed activities, it is necessary to organize games
aimed at forming correct pronunciation of sounds, as well as games for developing
and enriching the vocabularies and sentences of children.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013
T1  - Znakovna i govorna komunikacija dece predškolskog uzrasta sa slušnim aparatima i kohlearnim implantom
T1  - Sign and spoken communication in preschool children
with hearing aids and cochlear implants
EP  - 381
SP  - 361
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2136
ER  - 
@conference{
author = "Kovačević, Tamara and Dimić, Nadežda and Isaković, Ljubica",
year = "2013",
abstract = "Znakovni jezik je jezik koji gluva deca spontano usvajaju i uče, kao što
čujuća deca usvajaju govorni jezik svoje okoline. Prilikom komunikacije sa gluvim
detetom treba koristiti govor koji se prati gestom sve dok dete ne nauči govornu reč
i shvati njeno značenje.Slika kao podsticaj je pogodno sredstvo za ispitivanje
govorno-jezičkih sposobnosti.
Cilj istraživanja bio je ispitivanje stepena usvojenosti znakovnog i
govornog jezičkog izraza kod dece predškolskog uzrasta sa slušnim aparatima i
kohlearnim implantom. Ispitivan je uticaj različitih varijabli, kao što su stepen
oštećenja sluha i pol, na stepen usvojenosti znakovnog i govornog jezičkog izraza.
Instrument istraživanja bio je Test za ispitivanje sposobnosti opisivanja slike
(Vasić, 1983). Uzorak je činilo 11 dece predškolskog uzrasta. Šestoro dece je
nosilo slušne aparate, a petoro dece je bilo sa kohlearnim implantom.
Pri opisu slika, deca predškolskog uzrasta, postigla su bolja postignuća u
okviru znakovnog jezika, u odnosu na govor. Razvijenost znakovnog jezičkog
izraza utiče na razvijenost govornog jezičkog izraza.
Znakovnu i govornu komunikaciju je neophodno razvijati kroz sve
spontane i usmerene aktivnosti dece predškolskog uzrasta sa slušnim aparatima i
kohlearnim implantom. Kroz različite usmerene aktivnosti, neophodno je,
organizovati igre za formiranje pravilnog izgovora glasova, kao i igre za razvoj i
bogaćenje rečnika i rečenice dece., Sign language is a language that deaf children spontaneously adopt and
learn, just like normally hearing children adopt the spoken language of their environment.
When communicating with a deaf child, speech should be used followed
by gestures, until the child adopts the spoken word and understands its meaning.
A picture, utilized as a stimulus, is a suitable medium for evaluating
speech-language abilities.
The aim of this study was to evaluate the level of adoption of sign
language and verbal expression in preschool children with hearing aids and
cochlear implants. The effect of different variables (such as the degree of hearing
loss and sex) on the level of acquisition of sign and spoken language expression
was examined. The instrument used in this research was the Test for examining the
ability to describe images.
The sample consisted of 11 preschool aged children. Six children had
hearing aids, whilst five children had cochlear implants.
In describing the pictures, the preschool aged children showed better
results when using sign language, in comparison with their use of their spoken
language.
The development of sign language expression affects the development of
spoken language expression.
Sign and spoken communication should be developed through all
spontaneous and directed activities of preschool children with hearing aids and
cochlear implants.
Through various directed activities, it is necessary to organize games
aimed at forming correct pronunciation of sounds, as well as games for developing
and enriching the vocabularies and sentences of children.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013",
title = "Znakovna i govorna komunikacija dece predškolskog uzrasta sa slušnim aparatima i kohlearnim implantom, Sign and spoken communication in preschool children
with hearing aids and cochlear implants",
pages = "381-361",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2136"
}
Kovačević, T., Dimić, N.,& Isaković, L.. (2013). Znakovna i govorna komunikacija dece predškolskog uzrasta sa slušnim aparatima i kohlearnim implantom. in Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 361-381.
https://hdl.handle.net/21.15107/rcub_rfasper_2136
Kovačević T, Dimić N, Isaković L. Znakovna i govorna komunikacija dece predškolskog uzrasta sa slušnim aparatima i kohlearnim implantom. in Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013. 2013;:361-381.
https://hdl.handle.net/21.15107/rcub_rfasper_2136 .
Kovačević, Tamara, Dimić, Nadežda, Isaković, Ljubica, "Znakovna i govorna komunikacija dece predškolskog uzrasta sa slušnim aparatima i kohlearnim implantom" in Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013 (2013):361-381,
https://hdl.handle.net/21.15107/rcub_rfasper_2136 .

DSpace software copyright © 2002-2015  DuraSpace
About the rFASPER Repository | Send Feedback

OpenAIRERCUB
 

 

All of DSpaceCommunitiesAuthorsTitlesSubjectsThis institutionAuthorsTitlesSubjects

Statistics

View Usage Statistics

DSpace software copyright © 2002-2015  DuraSpace
About the rFASPER Repository | Send Feedback

OpenAIRERCUB