Development of Communication and Speech Skills of Students in the Process of Education (original) (raw)
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Journal of ICSAR, 2021
Parent and teacher hold an important role in children's communication development. Both of them have a time to spend with the children, parent almost take a whole time with their children in the home while teacher has a mean time in the school. The method used is qualitative methods of case study research. Collecting the data, doing an interview, observing, and documenting was used as main instrument. The steps to do a data analysis was reducing data, presenting data, and drawing the conclusions. Meanwhile, the data validation used the triangulation technique (technique triangulation and source triangulation) and member check. It showed that parent and teacher's effort were to provide a twoway communication stimulus in the end.
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PROJECT (Professional Journal of English Education), 2018
People with disability have their chance to get the education as well as the other people. While they continue their study on higher level of education, they learn several subjects, included English. One of the skills should be mastered in learning English is speaking. Their speaking skill may different with the ordinary people who can see how the lecturers produce the utterances and watch the movies, etc. Thus, the people with disability have their own learning stategy to achieve the speaking skills. They use those learning strategies because they hope to master the speaking skills as good as the ordinary ones no matter what. The research method is descriptive qualitative. There are two participants in the research. They use application of screen reader to drill the vocabulary and pronounciation. Screen reader is one of the applications that help people with disability to master speaking skill. It can be downloaded in playstore. They learn speaking skill autodidactly. They also bra...
COMMUNICATION DISABILITIES AMONG PRIMARY STUDENTS: A CASE IN SOUTH EAST COAST
International Journal of Computer Science and Mobile Applications, 2022
Communication disorder is a big challenge for school children. This study aims to identify the students with communication disabilities among primary children (Grades 3-5) at Km/Al-Mina Vidyalaya, Nintavur. Data was collected using, interviews and tests from 35 students and 3 teachers. Data were analyzed with MS Word, 2007, and MS Excel, 2007. This study was based on a mixed-method research design. A research design is considered to be the most appropriate approach for this study since it describes an existing situation. The total primary students participated in observations for communication disorders. All the children were observed using test tools. The results of the study identified that 22.5% of schoolchildren were affected by communication disorders. Among these, 27 students were affected by reading disorders, 35 students were affected by writing disabilities, 10 students were affected by speaking disorders and 8 students were affected by listening skills, and four students were affected by all these problems. Within the disorder group, 21 boys and 14 girls were identified.
Communicative Competence Enhancement in Teaching Students with Special Needs
Journal of Intellectual Disability - Diagnosis and Treatment, 2021
Communication is powerful instruments of interaction that provide equality to those who have a severe intellectual disability. We are presenting a comprehensive communication model to enhance their chances of interacting with others and improving professionals' understanding of intellectual disability. Most of the existing literature on different disabilities focuses on people who have some capacities to perform certain skills to a certain degree. Our model allows effective learning and proactive interaction for both the disabled and the professionals. Moreover, it offers resources and a wide range of knowledge about the syndromes and the right strategies to be used. The idea of this research paper arose out of an awareness that students with language learning disabilities are completely ignored in the educational system, and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This paper, therefore, is an attempt to provide teachers with multiple-strategies models for teaching English language skills to these students at the intermediate level and beyond. Also, this research paper describes strategies for language learning and language use in regular language activities.
Educational Technology in Special Education and Speech-Language Pathologists
Asosjournal, 2022
One of the most important issues involved in special education kids is limited social interaction as well as speech and language problems which have a great impact on their lives. In order to overcome these problems, these kids are usually referred to SLPs (speech and language pathologists) along with special education teachers with the expectation that eventually they will learn how to speak. Consequently, SLPs have started to play an important role in SEN (special educational needs) kids' education. With regard to technology, it is seen that using educational technology is increasing day by day. This is especially true when educational technology is considered as using media. In this regard, it seems plausable to question the role of SLPs play in using technology in special education as effective use of technology may support SEN kids in their way to lead an independent life. In this respect, this study differs from many others in that it tries to explore the ideas of SLPs who are getting more involved in the lives of SEN kids each and every day. This is a qualitative study which used phenomenological design. In collecting data, the study benefited from semi-structured interviews and in data analyses descriptive analysis technique was used. At the end of the study, it is explored that speech and language therapists' opinions show a great variety from
THEORETICAL BASSES OF SPEECH ACTIVITY OF MENTALLY RETARDED CHILDREN OF PRIMARY SCHOOL AGE
The article deals with the problem of forming and correction of speech activity of mentally retarded children of primary school age. The author is presented an integrated system of correction of speech development on the basis of the results of the study of speech development level of mentally retarded children of primary school within the modern educational space. The present system has a block structure with comprises: 1. Theoretical and methodological foundations of the technology of forming and correction of speech disorders and 2. A comprehensive program of differentiated correction of the speech development of this category of children. To provide multidisciplinary care in the system of complex correction of the mentally retarded children has developed three main areas the middle of the program. The first is informative. It involves determination of the content of correctional technology to ensure the overcoming of language development problems in mentally retarded children. The second area covers the development of children with different types of dyzontogenezis of speech, caused mental retardation. Third direction – is development of individual algorithms taking into account specificity of each the mentally retarded child. The operation of the proposed system involves four steps: conceptual and tentative; an obligatory; correction and development (basic); control and assessment (final).
International Journal of Pedagogy and Teacher Education
This research is regarding the readiness of typical student in communication by using sign language in Hearing Impairment Integration Programme. There were 60 typical students from a Special Education Integration Programme of secondary school in Malacca were chosen as research respondents. The instrument of the research was a set of questionnaire which consisted of four parts, namely Student’s demography (Part A), Student’s knowledge (Part B), Student’s ability to communicate (Part C) and Student’s interest to communicate (Part D). The questionnaire was adapted from the research of Asnul Dahar and Rabiah's 'The Readiness of Students in Following Vocational Subjects at Jerantut District, Rural Secondary School in Pahang'. Descriptive analysis was used to analysis the data. Mean score was used to determine the level of respondents' perception of each question. The findings showed a positive relationship between typical students towards communication medium by using si...
Abstract The aim of the research was to investigate the extent to which a symbol-based communication system was being used in schools with special units and establish its impact on effective communication of cerebral palsied learners with speech difficulties. The research process was guided by four objectives. The objectives sought to establish the extent to which teachers use a symbol-based communication system on these learners, determine their communication baseline levels, compare their communication performance before and after use of a symbol-based communication system; and evaluate its degree of contribution to their communication. To realise these objectives, a comparative research design was used to help in correlation of data. Four research instruments among them observation checklists, questionnaires, and interview schedules were used for appropriate data collection. The study had a total of twenty respondents and participants from five schools. Although there is a developing worldwide research base to support the rationale underpinning augmentative and alternative communication (AAC) for people with learning disabilities (Harding, et al. (2011), similar studies are scanty in Zambia. There is equally a paucity of research examining the process involved in implementing AAC support for people with speech and communication disabilities in this country. The research findings were that teachers do not use symbol-based communication systems on cerebral palsied learners with speech production difficulties. Learners’ communication baseline levels were found to be generally below average and age-inappropriate. It was further found that symbol-based communication systems increase communication performance of these learners. The comparative findings of learners’ communication performance revealed a 40 % increase in communication performance and a 13.4 % nominal increase in communication effectiveness; and 32 % was an overall degree of contribution, across all communication elements, of a symbol-based communication system to effective communication of learners with speech production difficulties. Based on these findings, it was concluded that a symbol-based communication system was appropriate and effective for these learners. It was therefore, recommended that formal recognition be given to AAC systems by the Ministry of Education; and that teacher colleges and universities should provide training to teacher educators, administrators and classroom teachers in the use of AAC systems.
Strategies for Enhancing the Communicative Competence of Students with Learning Disabilities
2011
The essence of language teaching in Nigerian schools is to improve the communicative competence of students in English Language. The frequent poor performance of students in English Language means that language teachers need to reconsider the appropriateness of the their teaching methods. In view of the fact that there are students with learning disabilities in mainstream schools, this paper highlights some motivational strategies that can enhance the communicative competence of students with learning disabilities. The paper explains in details these motivational strategies and the benefits. Finally, the paper concludes by calling on language teachers to adopt an eclectic method in language teaching through the use of the pedagogical strategies examined. It is hoped that these motivational strategies would be adopted for corrective and remedial instruction in language teaching.