dc.contributor | Nikolić Snežana | |
dc.contributor | Nikić Radmila | |
dc.contributor | Ilanković Vera | |
dc.creator | Kovačević, Tamara | |
dc.creator | Isaković, Ljubica | |
dc.creator | Dimić, Nadežda | |
dc.date.accessioned | 2021-06-17T13:17:49Z | |
dc.date.available | 2021-06-17T13:17:49Z | |
dc.date.issued | 2016 | |
dc.identifier.isbn | 978-86-6203-086-3 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/2424 | |
dc.description.abstract | Bilingualism of a deaf child means the knowledge and regular use of sign language,
which is used by the community of the deaf, and the spoken language, which is used
by the majority who can hear. Knowing and using sign and spoken language, deaf and
hard of hearing children will realize their full potential in intellectual, speech and social
development.
The knowledge of sign language from the earliest age helps deaf children acquaint
with the world, develop their cognitive abilities, communicate with their parents and the
surroundings.
The creation of suitable early intervention programmes focusing on the family
which offer the possibility of choice for parents and deaf and hard of hearing children
is necessary.
At preschool age, the task of a nursery school is to enable children to continue to
learn the language which they started learning in the family (sign or spoken language).
Children will learn both linguistic modalities the best though the interaction with other
fluent speakers (adults and children).
The aim of the research was to examine the level of knowledge of sign and spoken
linguistic expression with deaf and hard of hearing preschool children within 5 lexical
areas: family, food and drinks, professions, home, travels. Stimulus pictures were used in
the research. The sample comprised 11 children attending preschool classes at schools
for deaf and hard of hearing children.
Sign language with preschool children was more developed and richer in comparison
to their spoken linguistic expression. On average, deaf and hard of hearing children used
more signs (gestures) than spoken words.
The best results were achieved within the lexical area of Food and Drinks, while the
poorest results were achieved in the area of Professions.
There are great individual differences in the number of used words within different
lexical areas. The deficiency in sign and spoken linguistic expression within the width of
vocabulary and lexical readiness as well as within the understanding of the meaning of
words was observed.
The development of the entire personality of a deaf child (emotional, social and
cognitive development)is to a great extent determined by auditory deprivation and
difficulties in language acquisition. As a result, difficulties in using and understanding
terms occur. | |
dc.language | sr | |
dc.publisher | University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju | |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179055/RS// | |
dc.rights | openAccess | |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. | |
dc.subject | bilingualism | |
dc.subject | sign and spoken linguistic expression | |
dc.subject | deaf and hard of
hearing preschool children | |
dc.title | Bilingualism with deaf and hard of hearing preschool children | en |
dc.type | conferenceObject | |
dc.rights.license | BY-SA | |
dc.citation.epage | 360 | |
dc.citation.other | : 347-360 | |
dc.citation.rank | M14 | |
dc.citation.spage | 347 | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/6288/Untitled25.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_2424 | |
dc.type.version | publishedVersion | |