Otroci s polževim vsadkom in poznavanje slovnice

magistrsko delo

Nina Brglez (Author), Saba Battelino (Mentor), Tatjana Marvin (Co-mentor)

Abstract

Polžev vsadek je slušni pripomoček, ki je v zadnjih dveh desetletjih omogočil rehabilitacijo oz. habilitacijo gluhih oseb. Rehabilitacijo oz. habilitacijo kot cilj in proces usposabljanja gluhih in naglušnih oseb opisujejo mnoge definicije, skupno vsem je, pomagati osebam z izgubo sluha. Pomembno je poudariti, da se osebe z izgubo sluha prostovoljno odločijo za implantacijo oz. le-to odločitev sprejmejo starši. Pri učinkovitosti rehabilitacije oz. habilitacije oseb s polževim vsadkom je pomembno, da so le-te čim prej implantirane, saj raziskave kažejo, da pravočasna vstavitev polževega vsadka pri gluhih otrocih omogoča razvoj govora in jezika, ki je primerljiv, vendar ne enak, z normalno slišečimi vrstniki. V magistrskem delu sem želela z empirično raziskavo – s kavzalno-neeksperimentalno metodo – preveriti razumevanje slovnice otrok, uporabnikov polževega vsadka, v primerjavi s polnočutnimi otroki od 6. do 9. leta kronološke starosti. Vzorec je obsegal 44 otrok, od tega je 20 otrok uporabnikov polževega vsadka, ki so vključeni v predšolski program s prilagojenim izvajanjem in dodatno strokovno pomočjo, ter osnovnošolski program s prilagojenim izvajanjem in dodatno strokovno pomočjo (skupina PV-integracija), štirje otroci s polževim vsadkom obiskujejo prilagojen program devetletne osnovne šole z enakovrednim izobrazbenim standardom za gluhe in naglušne (skupina PV-zavodi), 20 pa je slišečih. Vzorec je dokaj majhen, vendar zajema večino otrok v omenjeni starosti, ki so bili v Sloveniji implantirani. V vzorec testirancev sem zajela otroke s polževim vsadkom, ki obiskujejo enega izmed treh zavodov za gluhe in naglušne (Ljubljana, Maribor, Portorož) ali so vključeni v vrtec oz. obiskujejo eno izmed večinskih osnovnih šol in so obravnavani s strani mobilne službe enega izmed treh zavodov v okviru dodatne strokovne pomoči ali tam obiskujejo individualno slušno-govorno terapijo. Podatke za raziskavo sem zbrala z uporabo tehnike preizkusa. Izvedla sem ga sama ali po dogovoru ob pomoči strokovnih delavk mobilne službe ali individualne slušne-govorne terapije. Prvi del preizkusa, v katerem so vprašanja splošnega tipa (spol, starost, vključenost v vzgojno-izobraževalni program, čas in vzrok oglušelosti, dolžina časa brez implanta, starost ob implantaciji ter vrsta polževega vsadka), je rešil testator, drugi del pa je namenjen testirancem, torej otrokom. V tem delu sem preverjala ustrezno rabo slovnice sledečih tematskih sklopov: število, spol in sklon samostalnika, tvorjenje samostalnika, izpeljanega iz glagola, osebni zaimki, stopnjevanje pridevnika, čas dogajanja, predlog, prislov, tvorjenje vprašalnih povedi ter pogojni naklon. Preverjanje posameznih gramatičnih kategorij sem izvajala s kombinacijo slike in besede; slike so služile kot stimulacija, otroka so usmerjale k odgovoru. Med otroki, ki so uporabniki polževega vsadka in so v integraciji in njihovimi slišečimi vrstniki, obstajajo statistično pomembne razlike v ustrezni rabi slovnice. Čas implantacije, slušna starost otrok s polževim vsadkom in kronološka starost pomembno vplivajo na ustreznejšo rabo slovnice pri otrocih s polževim vsadkom v integraciji. Rezultati so pokazali statistično pomembne razlike v ustrezni rabi slovnice med otroki s polževim vsadkom iz integracije ter tistimi, ki se šolajo v zavodih za gluhe in naglušne. Z naraščanjem kronološke starosti se razlike v ustrezni rabi slovnice med slišečimi testiranci in integriranimi otroci s polževim vsadkom manjšajo, kar nakazuje, da se lahko z leti intenzivnega dela nadoknadi zamujeno. Izsledki naloge kažejo, na katerih področjih razumevanja slovničnih struktur imajo otroci, uporabniki polževega vsadka, ki sem jih zajela v vzorec, največji primanjkljaj.

Keywords

polžev vsadek;slušni pripomočki;rehabilitacija oseb z okvaro sluha;otroci z okvaro sluha;poznavanje slovnice;

Data

Language:	Slovenian
Year of publishing:	2016
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[N. Brglez]
UDC:	376-056.263(043.2)
COBISS:	11318089
Views:	896
Downloads:	180
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Gramatic skills in pediatric cochlear implant users
Secondary abstract:	The cochlear implant is a hearing aid, which made rehabilitation in the last two decades or so to say habilitation of deaf people possible. The rehabilitation or so to say the habilitation as an objective and process of training deaf and the partially deaf describe many definitions, all together it should help people who went deaf. It is important to point out, that people who went deaf can optional decide for implantation or so to say this decision make their parents. With the effect of rehabilitation of people who have a cochlear implant it is important that the implantation is made as early as possible because researches show that a timely implantation of the cochlear implant with deaf children enables the development of speech and language which can be compared but it is not the same like people who have the ability to hear. In my master’s thesis I wanted to examine with an empiric research – a causal-non experimental method – the understanding of grammar with children, the users of a cochlear implant in comparison with not deaf children in the age from 6-9 in chronological age. The sample included 44 children, 20 of them are users of a cochlear implant, which are part of a preschool programme with an adapted accomplishing and additional professional help and a primary school programme with an adapted accomplishing and additional professional help (group CI integration), four children with a cochlear implant attend the adapted programme of the nine year primary school programme with an equivalent educational standard for deaf and the partially deaf (group CI institutions), 20 of them can hear. The pattern is quite small, but includes the most children in the mentioned age, which realised their implantation in Slovenia. In the sample of tested children were included children with a cochlear implant who attend one of the three institutions for deaf and the partially deaf (Ljubljana, Maribor, Portorož) or attend kindergarten or so to say one of the major primary schools and are treated by mobile services of one of the three institutions in the framework with additional professional help or attend an individual hear-speech therapy there. The data for the research were collected with the use of technique of testing. Some individual speech – hear therapy was carried out alone by me or by arrangement with and also the help of the skilled labour from the mobile service. A part of the test where there are common questions (sex, age, inclusion into an educational programme, time and cause to go deaf, time without the implant, age when implanting and the type of the cochlear implant) the testator took a test, the second part is meant for the testees, the children. In that part the correct usage of grammar war tested in the following subject areas: number, gender and case of the noun, formed from the verb, personal pronouns, comparison of adjectives, time happening, articles, adverbs, forming questions and conditional clauses. The testing of the individual grammar categories was carried out with the combination of pictures and words; the pictures were used as stimulation, they directed the child to an answer. Among children, who have the cochlear implant and who are in the process of integration and also their hearing contemporaries, there are statistically important differences in the correct use of grammar. The time of implantation, the age of children when began to hear and the chronological age have a great effect on a more correct usage of grammar at children with a cochlear implant in integration. The results showed statistically important differences in the correct use of grammar among children with a cochlear implant from the integration to these who attend institutions for the deaf and the partially deaf. When the chronological age rises, the differences in the correct use of grammar among the testees who can hear and the integrated children with a cochlear implant decline, which points to the fact that the missed can be compensated with long term intensive work. The results of my thesis show, in which field of understanding grammar structures do children, user of the cochlear implant who had been included into the sample have the largest deficit.
Secondary keywords:	deaf;schooling;gluhi;šolanje;
File type:	application/pdf
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Logopedija in surdopedagogika
Pages:	VIII, 76 str., [12] str. pril.
ID:	9225504