Sociopragmatične veščine otrok s cerebralno paralizo

Abstract

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Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[N. Kenda]
UDC:	376(043.2)
COBISS:	9614153
Views:	858
Downloads:	217
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Sociopragmatic skills in children with cerebral palsy
Secondary abstract:	Communication is one of the most important means that enables us life in society. My thesis is therefore dedicated to the use of language among people or pragmatics. I am mainly interested in special features in communication and pragmatics in children with cerebral palsy. In the theoretical introduction, I firstly presented the characteristics of communication and the process of language development of children in the early years of age. Special attention is paid to pragmatics, its development and the important pragmatic skills of responsiveness and assertiveness. Secondly, I also described the population of people with cerebral palsy and their language development. In the empirical part, I used the Social-conversational skills rating scale, which was made by Luigi Girolametto (translation and adaptation: M. Ozbič, D. Kogovšek and B. Penko). In my research I was identifying the responsiveness and assertiveness development in children less than four years old. Then I compared the results among the following groups: children without cerebral palsy and intellectual disabilities, children with cerebral palsy without intellectual disabilities, and among children with cerebral palsy and intellectual disabilities. I was also identifying the differences between the sexes and the ages of children. Statistically significant differences in the results were shown only when comparing groups of children with cerebral palsy and intellectual disabilities with the other two groups of children. Children with cerebral palsy without intellectual disabilities achieve slightly lower scores than their peers without cerebral palsy, but these differences are not statistically significant. The rating scale was filled in by the parents or guardians of the children. They are the ones who can benefit from knowing the results in terms of encouraging their children to an even more effective integration in communication with others.
Secondary keywords:	cerebral palsy;communication;cerebralna paraliza;komunikacija;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	83 str.
Type (ePrints):	thesis
Title (ePrints):	Sociopragmatic skills in children with cerebral palsy
Keywords (ePrints):	komunikacija
Keywords (ePrints, secondary language):	communication
Abstract (ePrints):	Komunikacija je eno najpomembnejših sredstev, ki nam omogoča življenje v družbi. V diplomski nalogi se posvečam prav uporabi jezika med ljudmi ali pragmatiki. Predvsem me zanimajo posebnosti v komunikaciji in pragmatiki pri otrocih s cerebralno paralizo. V teoretičnem uvodu najprej predstavljam značilnosti komunikacije in potek jezikovnega razvoja otrok v prvih letih starosti. Posebno pozornost posvečam pragmatiki, njenemu razvoju in pomembnima pragmatičnima veščinama responzivnosti in asertivnosti. Opisana je tudi populacija oseb s cerebralno paralizo in njihov jezikovni razvoj. V empiričnem delu sem uporabila Ocenjevalno lestvico za sociopragmatične spretnosti, ki jo je izdelal Luigi Girolametto (prevod in priredba: M. Ozbič, D. Kogovšek in B. Penko). V raziskavi sem ugotavljala razvitost responzivnosti in asertivnosti pri otrocih do četrtega leta starosti. Primerjala sem rezultate med naslednjimi skupinami: med otroki brez cerebralne paralize in motenj v duševnem razvoju, med otroki s cerebralno paralizo brez motenj v duševnem razvoju ter med otroki s cerebralno paralizo in motnjami v duševnem razvoju. Ugotavljala sem tudi razlike med spoloma ter glede na starost otrok. Statistično pomembne razlike v rezultatih so se pokazale le pri primerjavi skupine otrok s cerebralno paralizo in motnjami v duševnem razvoju z obema drugima skupinama otrok. Otroci s cerebralno paralizo brez motenj v duševnem razvoju dosegajo sicer nekoliko nižje rezultate od svojih vrstnikov brez cerebralne paralize, a te razlike niso statistično pomembne. Ocenjevalno lestvico so izpolnjevali starši oziroma skrbniki otrok. Prav njim lahko poznavanje rezultatov pomaga pri spodbujanju svojih otrok k še učinkovitejšemu vključevanju v komunikacijo z drugimi.
Abstract (ePrints, secondary language):	Communication is one of the most important means that enables us life in society. My thesis is therefore dedicated to the use of language among people or pragmatics. I am mainly interested in special features in communication and pragmatics in children with cerebral palsy. In the theoretical introduction, I firstly presented the characteristics of communication and the process of language development of children in the early years of age. Special attention is paid to pragmatics, its development and the important pragmatic skills of responsiveness and assertiveness. Secondly, I also described the population of people with cerebral palsy and their language development. In the empirical part, I used the Social-conversational skills rating scale, which was made by Luigi Girolametto (translation and adaptation: M. Ozbič, D. Kogovšek and B. Penko). In my research I was identifying the responsiveness and assertiveness development in children less than four years old. Then I compared the results among the following groups: children without cerebral palsy and intellectual disabilities, children with cerebral palsy without intellectual disabilities, and among children with cerebral palsy and intellectual disabilities. I was also identifying the differences between the sexes and the ages of children. Statistically significant differences in the results were shown only when comparing groups of children with cerebral palsy and intellectual disabilities with the other two groups of children. Children with cerebral palsy without intellectual disabilities achieve slightly lower scores than their peers without cerebral palsy, but these differences are not statistically significant. The rating scale was filled in by the parents or guardians of the children. They are the ones who can benefit from knowing the results in terms of encouraging their children to an even more effective integration in communication with others.
Keywords (ePrints, secondary language):	communication
ID:	8311336