Kompetencje pedagoga w responsywnych oddziaływaniach a efektywność terapii dzieci z zaburzeniami ze spektrum autyzmu

Every child requires an individual and subjective approach – regardless of the difficulties they experience. Each of them has their own pace and rhythm of development. Children’s development can often be disharmonious. It’s important to know that a child’s age is not always equal to their developmental age. If we look at autistic children – their situation is even more complex. Developmental disharmony, difficulties in cognitive functioning, emotional and social communication deficits – just these few challenges mean that autistic children make up one of the most challenging groups to work with for educators. When setting up and executing therapeutic, educational and educational goals, designed to minimize these unwanted behaviors and develop positive ones, it’s easy for educators to forget that they are not working with a “case” but an individual human being. A human being for whom they take responsibility, shaping their internal and external world. Therefore, the choice of therapy goal, choice of methods or forms of work should never take superiority over the child’s individuality. Some authors claim that: “treatment of a child with autism is a race against time” – there is no way to disagree with this statement, but it is worth adding that it’s the child who should be managing that time.Every child requires an individual and subjective approach – regardless of the difficulties they experience. Each of them has their own pace and rhythm of development. Children’s development can often be disharmonious. It’s important to know that a child’s age is not always equal to their developmental age. If we look at autistic children – their situation is even more complex. Developmental disharmony, difficulties in cognitive functioning, emotional and social communication deficits – just these few challenges mean that autistic children make up one of the most challenging groups to work with for educators. When setting up and executing therapeutic, educational and educational goals, designed to minimize these unwanted behaviors and develop positive ones, it’s easy for educators to forget that they are not working with a “case” but an individual human being. A human being for whom they take responsibility, shaping their internal and external world. Therefore, the choice of therapy goal, choice of methods or forms of work should never take superiority over the child’s individuality. Some authors claim that: “treatment of a child with autism is a race against time” – there is no way to disagree with this statement, but it is worth adding that it’s the child who should be managing that time

Oczekiwania i doświadczenia wsparcia rodziców dzieci z niepełnosprawnością

Most parents of children with disabilities still do not know what support they can expect in the situation in which they have found themselves, and where and to whom they can turn for such support. Knowledge on this subject by medical, educational and local government employees is non-complex and does not create a coherent system, and therefore does not meet the expectations and needs of the parents. Assessment of the support obtained by individual groups, as well as access to suport systems and legal, financial and psychological assistance in the rehabilitation of a child in the organization of free time, is very diverse, which proves the ineffective functioning of information on such support and assistance systems. The aim of the conducted research was to what support was given to parents of children with disabilities and whether it is relevant to their needs and expectations. The research used a quantitative and qualitative strategy. The research used the method of diagnostic survey was used, in which a questionnaire and a focus group interview were conducted. The results show that according to the parents of children with disabilities still do not receive adequate support in Poland in the situation in which they have found themselves. A coherent system should be created for the management of an integrated package of services to support families raising a child (children) with disabilities. This system, based on medical, educational and territorial employees, should provide comprehensive and effective access to information about the forms of support and assistance available to such families.Most parents of children with disabilities still do not know what support they can expect in the situation in which they have found themselves, and where and to whom they can turn for such support. Knowledge on this subject by medical, educational and local government employees is non-complex and does not create a coherent system, and therefore does not meet the expectations and needs of the parents. Assessment of the support obtained by individual groups, as well as access to suport systems and legal, financial and psychological assistance in the rehabilitation of a child in the organization of free time, is very diverse, which proves the ineffective functioning of information on such support and assistance systems. The aim of the conducted research was to what support was given to parents of children with disabilities and whether it is relevant to their needs and expectations. The research used a quantitative and qualitative strategy. The research used the method of diagnostic survey was used, in which a questionnaire and a focus group interview were conducted. The results show that according to the parents of children with disabilities still do not receive adequate support in Poland in the situation in which they have found themselves. A coherent system should be created for the management of an integrated package of services to support families raising a child (children) with disabilities. This system, based on medical, educational and territorial employees, should provide comprehensive and effective access to information about the forms of support and assistance available to such families

Attitudes of a multi-disciplinary team regarding sexual education among students with Developmental Cognitive Disabilities (DCD)

This quantitative study examines the attitudes of multidisciplinary staff regarding sex education among students with developmental intellectual disabilities and compares the attitudes of teachers working in regular education and those working in special education, and attitudes of religious versus non-religious teachers. One hundred and twenty teachers from various schools in the State of Israel participated in the study. The vast majority were women (91.7%), and the rest were men (8.3%). The prevailing level of religiosity in the study was secular (47.5%), and religious (43.3%). Most teachers had no experience working with children with special needs (60%). The study participants completed a demographic survey. The questionnaire used to examine the research questions was The Sexual Attitude Scale (SAS) (Hudson, Murphy, & Nurius, 1983) – a 25-item summated category partition scale that was designed to measure the extent to which an individual adheres to a liberal or a conservative orientation concerning sexual expression. One question was removed from the original questionnaire (statement 18: heavy sexual petting should be discouraged) and 5 statements were added, focusing on attitudes toward sex education for students with developmental intellectual disabilities. The study findings show that the level of conservatism among special education teachers was lower than the level of conservatism among regular education teachers, i.e., special education teachers expressed more positive attitudes. The study find-ings show that the level of conservatism among religious teachers was higher than the level of conservatism among non-religious teachers, i.e., non-religious teachers expressed more positive attitudes. It was also found that there is a positive and significant relation between the seniority of teachers and their degree of conservatism: the more years of experience teachers had, the more negative were their attitudes regarding the sexual education of students with Developmental Cognitive Disabilities (DCD). In contrast, there was no significant connection between age and level of conservatism. The study also examined the relationship between the role of the teacher and his attitudes. The study reveals surprising findings that show that the highest degree of conservatism was found among teachers and counselors, then, among professional teachers, and finally, school therapists who demonstrated the lowest level of conservatism. This means that the most positive attitudes were among the paramedical caregivers and the more negative among the educators and counselors.These findings suggest that training is needed for teachers in regular education, and among religious teachers, who are more conservative concerning sex education for people with special needs. It was also found that there is a connection between the teacher's role and his attitudes, and that the teacher's discipline should be addressed in the training. Veteran teachers have shown more negative attitudes, which is why training, for both teaching students and young teachers, and especially to veteran teachers, has an impact on their attitudes towards sex education among people with special needs. This training, beyond the knowledge provided, will facilitate changes of social attitudes to another, more positive view, towards people with special needs

The state of Polish speech pathology and its prospects

The article analyzes important aspects of speech pathology functioning in Poland. It focuses on many detailed issues related to the identity of the speech pathologist profession, education, specialization and standards of dealing with patients.The article analyzes important aspects of speech pathology functioning in Poland. It focuses on many detailed issues related to the identity of the speech pathologist profession, education, specialization and standards of dealing with patients

Strategie komunikacyjne minimalnie werbalnych dzieci rozpoczynających edukację przedszkolną

In the so-called minimally verbal, a negligible degree of expressing communication behavior is diagnosed, which significantly reduces participation in interaction and reduces the effectiveness of communication. The minimal-verbal communication behaviors of preschool children in interaction are characterized by: sub-competence and transitional competence. With a shortage of linguistic resources, the child has specific communication behaviors, i.e. strategies that involve participation in interaction, the process of receiving and decoding meanings, and to a large extent the production and transmission of a message that is as understandable to the environment as possible. With limited language tools, children entering preschool education either withdraw from communicating or look for any possible means of interaction –both strategies can be observed in both natural and simulated pedagogical situations. The minimum verbosity of pre-school children does not exclude the possibility of interaction with other communication partners. The gradual transition from the level of sub-competency and transitional competence to a higher level requires early therapeutic and pedagogical activities, incentives to use achievement strategies more often, and to build bridges between communicative, linguistic and cultural competences. Without therapy, the strategies used may lead to fossilization, i.e. inhibit communication and the development of linguistic competence.In the so-called minimally verbal, a negligible degree of expressing communication behavior is diagnosed, which significantly reduces participation in interaction and reduces the effectiveness of communication. The minimal-verbal communication behaviors of preschool children in interaction are characterized by: sub-competence and transitional competence. With a shortage of linguistic resources, the child has specific communication behaviors, i.e. strategies that involve participation in interaction, the process of receiving and decoding meanings, and to a large extent the production and transmission of a message that is as understandable to the environment as possible. With limited language tools, children entering preschool education either withdraw from communicating or look for any possible means of interaction –both strategies can be observed in both natural and simulated pedagogical situations. The minimum verbosity of pre-school children does not exclude the possibility of interaction with other communication partners. The gradual transition from the level of sub-competency and transitional competence to a higher level requires early therapeutic and pedagogical activities, incentives to use achievement strategies more often, and to build bridges between communicative, linguistic and cultural competences. Without therapy, the strategies used may lead to fossilization, i.e. inhibit communication and the development of linguistic competence

Improving the process of auditory processing and speech decoding using the Neuroflow method in an 11-year-old CAPD patient

Hearing disorders at the level of the central nervous system significantly affect the development of speech and language communication in children with CAPD. One of the methods aimed at improving the auditory functions, and thus the quality of speech understanding, is Active Auditory Training with the Neuroflow method. Its effectiveness will be discussed based on the example of a 10-year-old patient with hearing impairment.Hearing disorders at the level of the central nervous system significantly affect the development of speech and language communication in children with CAPD. One of the methods aimed at improving the auditory functions, and thus the quality of speech understanding, is Active Auditory Training with the Neuroflow method. Its effectiveness will be discussed based on the example of a 10-year-old patient with hearing impairment

Dear Mother Victoria

Motherhood is by many, especially women, one of the greatest experiences in life. The ultimate goal that women, if not all than many, should achieve. Nowadays, we are flooded with help books, websites, guides that lead us through pregnancy and then assist us during the first months of our new born baby. This blessed state seems to be cherished now above all, however, this view was not always the same. Throughout history we can see many women for whom maternity was not meant to be and still they were able to fulfil their life-time goals devoting themselves to other areas of life. For some, maternity was rather a political aspect that would secure the future of the nation. In my article I will focus on the aspect of motherhood through the eyes of Queen Victoria for whom, indeed, maternity was rather an unwelcomed addition to her royal life. I will discuss her own rigid upbringing which can help to understand her later attitude towards her own children. The trend, where there were no proper roles ascribed to parents in terms of their influence on their children, was predominant in the 19th century and based on this we can see how important it was for character creatio

Acquired disability during foreign missions in male war veterans Case study report of wives’ voice

The article is a qualitative research report written from the theoretical perspective of disability studies. Qualitative research, case study, carried out for the purposes of this article, concerns learning about disabilities acquired in husbands a war veterans by their wives. The place of research is military culture, while the aim is to understand the essence of what wives learned about the disability of their husbands during the entire process of adaptation to life with a disability after returning from a mission, against the background of life in military culture. The theoretical part of the article contains a review of world literature with an emphasis on defining acquired disability. The very phenomenon of acquiring disability by veterans during military missions and its background, i.e. the anthropological phenomenon of culture shock, were analyzed. The empirical part of this article is a qualitative report of 3 case studies and 3 voices of war veterans’ wives. The research question in this report was formulated as follows: What did the wives learn about the acquired disability of their own veterans’ husbands after their return from military missions abroad? Research results generated after coding and categorization analyzes (Gibbs, 2011) indicate categories that answer the main research question and sub-questions in the following contexts: (a) acquired disability, (b) military support, (c) veterans’ privileges (d) auto-marginalization of veterans (e) wives’ infirmity, (f) alcohol and domestic violence, (g) before suicide, (h) wives suggesting changes in the support of veterans with acquired disabilities. The results of the analyzes indicate that the wives learned about the symptoms and characteristics of their husbands’ disabilities (mental and physical) and, additionally, they learned about the secondary disability (auto-marginalization, alcohol or drug addiction, domestic violence, escalation of suicidal thoughts) during adaptation after military missions.The article is a qualitative research report written from the theoretical perspective of disability studies. Qualitative research, case study, carried out for the purposes of this article, concerns learning about disabilities acquired in husbands a war veterans by their wives. The place of research is military culture, while the aim is to understand the essence of what wives learned about the disability of their husbands during the entire process of adaptation to life with a disability after returning from a mission, against the background of life in military culture. The theoretical part of the article contains a review of world literature with an emphasis on defining acquired disability. The very phenomenon of acquiring disability by veterans during military missions and its background, i.e. the anthropological phenomenon of culture shock, were analyzed. The empirical part of this article is a qualitative report of 3 case studies and 3 voices of war veterans’ wives. The research question in this report was formulated as follows: What did the wives learn about the acquired disability of their own veterans’ husbands after their return from military missions abroad? Research results generated after coding and categorization analyzes (Gibbs, 2011) indicate categories that answer the main research question and sub-questions in the following contexts: (a) acquired disability, (b) military support, (c) veterans’ privileges (d) auto-marginalization of veterans (e) wives’ infirmity, (f) alcohol and domestic violence, (g) before suicide, (h) wives suggesting changes in the support of veterans with acquired disabilities. The results of the analyzes indicate that the wives learned about the symptoms and characteristics of their husbands’ disabilities (mental and physical) and, additionally, they learned about the secondary disability (auto-marginalization, alcohol or drug addiction, domestic violence, escalation of suicidal thoughts) during adaptation after military missions

The use of the C-eye system in communication and education of children

During working with children with communication disorders, they are more and more often accompanied by devices supporting the development of speech. One of them is the C-eye system, which is used especially in two areas – communication and education. This article is an introductory report on the research on the use of high technologies in working with children with developmental disorders, accompanied by deficits in the field of verbal speech. The described case study concerns a child with delayed speech development, without any additional health burden, in whom the etiology of communication disorders has not been determined despite careful diagnostics and many specialist consultations. The article was written on the basis of observations, an interview with the family and the recommendations provided, and presents the original path of therapeutic treatment with the use of the C-eye device, which can be used in work with preschool and early school children. Very important was the neurologopedic diagnosis and research conducted during the therapy, which allowed for the proper definition of therapeutic goals and showed its effectiveness, both in the communication, educational and social sphere.During working with children with communication disorders, they are more and more often accompanied by devices supporting the development of speech. One of them is the C-eye system, which is used especially in two areas – communication and education. This article is an introductory report on the research on the use of high technologies in working with children with developmental disorders, accompanied by deficits in the field of verbal speech. The described case study concerns a child with delayed speech development, without any additional health burden, in whom the etiology of communication disorders has not been determined despite careful diagnostics and many specialist consultations. The article was written on the basis of observations, an interview with the family and the recommendations provided, and presents the original path of therapeutic treatment with the use of the C-eye device, which can be used in work with preschool and early school children. Very important was the neurologopedic diagnosis and research conducted during the therapy, which allowed for the proper definition of therapeutic goals and showed its effectiveness, both in the communication, educational and social sphere

Review of “Artistic speech therapy”

Review of “Artistic speech therapy