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Poziom sytuacyjnej wrażliwości edukacyjnej uczniów z uszkodzonym słuchem w momencie startu edukacyjnego

100%
Olempska-Wysocka M.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2018
|
issue 20
295-309
PL
Situational educational sensitivity is one of the components of the educational sensitivity model, which is the child's vulnerability to the implementation of tasks related to the role of the student. There are situational sensitivity of instrumental processes and situational educational sensitivity of directional processes. The study involved 74 children with hearing impairment in a profound and significant degree, beginning their studies in the first grade in primary school. The research was carried out in the first semester, in central Poland, in integration and special schools. The aim of the research was to determine the situational level of sensitivity of deaf pupils starting school education. The conducted research allows to determine which of the ranges are the best and the least developed, which enables orientation towards the rehabilitation and therapeutic interactions of this group of students.
2
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Ocena dojrzałości szkolnej dzieci z wadą słuchu. Kontrowersje i wyzwania związane z diagnozą psychologiczno-pedagogiczną

100%
Jakoniuk-Diallo A.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2016
|
issue 15
79-91
PL
The start of school education is an important and difficult phase in every child’s life. However with each one of them, we have to deal with the individual pace and specificity of development in each sphere, and even so it is difficult to recognize every child as equally mature as a pupil. Both the evaluation of child progress in the education process and the readiness for school education are made through the prism of linguistic proficiency. In the case of child’s hearing loss, especially when it is congenital or acquired at a very early stage, the development of speech and language is delayed. The determinant of this situation is the lack of access to the audible voice of the guardians. In a slightly different situation there are children with hearing impairment, having deaf parents. These people, from their earliest years, develop their sign language skills, which are primary to them. An increasing number of hearing impaired children go to integration classes in public schools. Does this mean that the psychological and pedagogical diagnosis procedure of the aforementioned group of children, including the study of their school maturity, can be considered appropriate?
3
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Rozwój mowy i komunikacji dziecka z uszkodzonym słuchem

88%
Olempska-Wysocka M.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2016
|
issue 14
115-135
PL
The article treats on complexity of speech development, communication process of child with damaged hearing. Article emphasizes factors defining different language and communication competences. Hearing impairment leads to self-expression being delayed. Mentioned delays, could be quantitative (active and passive vocabulary, subordinate to the chronological age of the child) and qualitative (numerous, different disorders of articulation, semantic errors, problems with understanding simple commands).
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