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Mowa pacjentki z chorobą Parkinsona w fazie zaawansowanej

100%
Szurek M.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2016
|
issue 14
137-157
PL
The purpose of this article is to present speech disorders of 91 years old patient suffering from advanced Parkinson’s disease (it is the last stage of the disease when all symptoms are stronger) and to draw attention to the need of mentioning the impact of speech therapy while describing the disease. In the article an author is introducing the patient and her current condition. Mainly it is focused on the speech therapy diagnosis that was based on particular aspects of speech (such as: general condition of the patient, phonation, comprehension of speech and naming, repea- ting, dialogues and storytelling, reading, counting and writing). In the final part, the effectiveness of speech therapy is presented. This publication might become  a leading example for other speech therapist on how to manage the therapy for people suffering from these types of disorders in speaking and communication.
2
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Zaburzenia dyskursu w schizofrenii

100%
Tomaszuk-Wieczorek R., Larysz D.
Logopedia Silesiana
|
2013
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issue Logoepdia Silesiana nr 2
60-72
EN
The main aim of the article is to show a spectrum of problems experienced by people with schizophrenia, which emerges as communication disorders. In the area of problems, etiology of the disease and its impact on the discourse are taken into account. The occurrence of disturbed areas of communication outlines a language model which may appear among people with schizophrenia.
3

З ІСТОРІЇ ПИТАННЯ КЛІНІКО-ФІЗІОЛОГІЧНОЇ ХАРАКТЕРИСТИКИ ЗАЇКАННЯ

88%
Кравченко А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
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issue 9(43)
255-264
EN
This article discusses the views of researchers on the problem of stuttering of children, forms, its causes and ways to overcome it. The problem of stuttering can be considered one of the most ancient in the history of the development of the doctrine of speech disorders. Until the mid-twentieth century, the mechanism of stuttering was considered based on the theory of I. Pavlov on higher nervous activity of a person, in particular, on the mechanism of neurosis. The most detailed analyses of possible disorder in the deep structures of the brain at stuttering made scientist M. Zeeman. Fear of speech as a strong emotion affects processes in subcortical areas and vegetative centers, which then by reverse action aggravate disorders of cortical processes. Through the fear of speech (stuttering) the normal functioning of the speech areas of the brain is disrupted, and in consequence occurs hyperkinesis and hypertension of the muscles of the vocal apparatus. In conditions of frequent repetition of this pathological process it is assigned as a conditional relationship. With the 70-ies of XX century, there appear a lot of publications, that give evidence of new interpretations of the clinical picture of stuttering. The researcher I. Sikorskyi first noted that stuttering is peculiar to childhood, when the speech development is not yet completed. The modern doctrine of stuttering is an interdisciplinary field in the development of which participate physicians, psychologists, development of the participation of physicians, psychologists, physiologists, teachers (speech therapists), specialists in neurolinguistics. Stuttering is defined as a disorder of tempo, rhythm and smoothness of oral speech, due to a spasmodic condition of the muscles of the vocal apparatus. Correction of stuttering is quite a long and complicated process that requires a comprehensive approach. The establishment of modern integrated approach to the correction of stuttering was preceded by the development of various traditional and modern methods of overcoming this disease. This defect has a stable character and without medico-pedagogical intervention and parental care, as a rule, does not disappear.
4
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Clinical picture of sensomotor (mixed) aphasia. Axial and accompanying symptoms

51%
Wichurska K.
Logopaedica Lodziensia
|
2017
|
issue 1
145-158
PL
Celem niniejszego artykułu jest przedstawienie obrazu klinicznego afazji sensoryczno‑motorycznej. Do objawów osiowych afazji mieszanej należą anomia i agramatyzm. Wśród objawów współtowarzyszących wymienia się między innymi zaburzenia pamięci, apraksje, aleksje oraz agrafie. Afazja to zaburzenie poszczególnych funkcji językowych skutkujące dysfunkcją w zakresie komunikacji z innymi ludźmi. Prowadzi to do powstania stanu niepełnosprawności, a co za tym idzie – do znacznego obniżenia jakości życia pacjentów.
EN
The goal of this article is to present clinical picture of sensorimotor aphasia. Inability to name object (anomia) and inability to speak in a grammatically correct fashion (agrammatism) are an examples of the axial symptoms. Accompanying symptoms include i.a. memory disorder, apraxie, alexias and agraphias. Aphasia is a disorder of language that causes major disability in communication with other people. It leads to a state of handicap which reduces quality of life among patients.
5

Kształtowanie kompetencji fonologicznych dzieckaw edukacji polonistycznej w okresie wczesnoszkolnym

45%
Kucharska B.
Edukacja Elementarna w Teorii i Praktyce
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2012
|
issue 1(23)
55-61
PL
Artykuł dotyczy kluczowej roli edukacji polonistycznej w nauczaniu zintegrowanym, czyli kształtowania kompetencji językowych jako efektu rozwojowej zdolności poznawczej dziecka do odzwierciedlenia i manipulowania dźwiękami mowy. Oczekiwane rezultaty kształcenia to: zdolność do słuchowego rozróżniania fonemów (słuch fonemowy); umiejętność dokonywania operacji na sylabach (analiza i synteza sylabowa), fonemach (analiza i synteza fonemowa) oraz elementach śródsylabowych (identyfikowanie rymów i aliteracji).
EN
The article concerns the central role of elementary education polish studies, or formation of language competence of child; it means a developmental activity to reflect and manipulate the speech sounds. Its main objective is: the ability to distinguish phonemes by ear (phonemic hearing); the ability to perform operations on syllables (syllabic analysis and synthesis), phonemes (phonemic analysis and synthesis) and midsyllable elements (identifying the rhymes and alliteration)
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