Specific characteristics of verbal and sign expression in children with multiple disability and impaired hearing

Abstract

Testing of verbal-linguistic deficits in children with multiple disability and impaired hearing is a complex and multidimensional problem that demands engagement of know-how and achievements in all special education scientific disciplines, in a way which will avoid individual and partial approach, namely, in a way that will integrate knowledge about the handicaps and provide answers to the problems of each individual child with multiple disability who is deaf or hard of hearing. Knowledge of sign language is extremely important for the development of children with impaired hearing and children with multiple disability and impaired hearing. It was our goal with the conducted research to determine the specific characteristics in understanding verbal and sign orders in children with multiple disability and impaired hearing. The research was conducted in the territory of the Republic of Serbia, at all schools for children with impaired hearing and speech. The samples consisted of two groups of subjects: students with impaired hearing without multiple disabilities, aged form 9-13., N=34, and students with impaired hearing and multiple disabilities, aged from 8-26, N=76. The following instrument was used in the research: List for assessment of understanding of verbal and sign orders (Nestorov S, Dimić N.) Based on the analysis of obtained data we have concluded that the understanding of verbal orders from all tested categories of terms, by the subjects of experimental group, is quite low, and the understanding of the sign orders for the terms from the tested category, is better, but partially. If the results of tasks of all tested categories are observed, there is an obvious statistically significant difference in the results between the subjects of the control and the experimental group, in favor of the subjects of the control group.

Ispitivanje govorno-jezičkih deficita kod višestruko ometene dece oštećenog sluha predstavlja kompleksan i višedimenzionalan problem koji zahteva angažovanje znanja i dostignuća svih defektoloških naučnih disciplina na način koji he izbeći pojedinačan i parcijalni pristup, odnosno na način koji će objediniti znanja o svim hendikepima i dati odgovor na problem svakog višestruko ometenog gluvog i nagluvog deteta pojedinačno. Poznavanje znakovnog jezika je izuzetno važno za razvoj dece oštećenog sluha i višestruko ometene dece oštećenog sluha. Sprovedenim istraživanjem imali smo cilj da utvrdimo specifičnosti u razumevanju verbalnih i znakovnih naloga kod višestruko ometene dece oštećenog sluha. Istraživanje )e sprovedeno na teritoriji Republike Srbije, u svim školama za decu oštećenog sluha i govora. Uzorak su činile dve grupe ispitanika: učenici oštećenog sluha bez višestruke ometenosti uzrasta od 9-13 godina, N=34, i učenici oštećenog sluha sa višestrukom ometenošću uzrasta od 8-26 godina N=76. U istraživanju je korišćen sledeći instrument: Lista za procenu razumevanja verbalnih i znakovnih naloga (Nestorov S,Dimić N.). Na osnovu analize dobijenih podataka zaključili smo da je razumevanje govornih naloga iz svih ispitivanih kategorija pojmova, ispitanika eksperimentalne grupe dosta nisko, a razumevanje znakovnih naloga za pojmove iz ispitivanih kategorija je bolje, ali polovično. Ako se posmatraju rezultati zadataka svih ispitivanih kategorija evidentna je statistički značajna razlika u uspehu između ispitanika kontrolne i eksperimentalne grupe, u korist ispitanika kontrolne grupe.