Vzdělávání chlapce s lehkou mentální retardací a středně těžkou vadou sluchu
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Předmětem případové studie je výchova a edukace chlapce (14 let), který neslyší standardním způsobem, a to ani se sluchadly, téměř žádné zvuky mluvené řeči, ztráty jsou patrné v celém pásmu řeči, vyjadřovací schopnosti jsou ovlivněny sluchovou vadou i obtížemi v motorice mluvidel, s poruchami chování. Deficit v rozumové oblasti, intelektové předpoklady se pohybují v pásmu střední mentální retardace. V současné době je žákem logopedické školy, speciální školy pro děti s narušenou komunikační schopností (vady řeči), dále pak i pro děti s různou úrovní sluchového postižení.U chlapce se objevily i problémy v chování, a to konflikty s vrstevníky, nesoustředění ve škole, nerespektování autority dospělých.Případová studie je členěna do dvou částí, na část teoretickou a část praktickou. Teoretická část se věnuje charakteristice vad sluchu, charakteristice poruch chování, jejich etiologii a klasifikaci. Praktická část se zabývá osobnostními rysy chlapce, jeho chováním na internátu i chováním ke spolužákům a učitelům. Nedílnou součástí je pedagogická diagnostika. V závěru práce jsou navrhována výchovná, vzdělávací, speciálně pedagogická, sociální, diagnostická a léčebná opatření ke zlepšení chlapcových obtíží.
The subject of this case study is upbringing and education of a boy (14 years), who is not able to hear in a standard way, and not even with hearing aid, almost no sounds of spoken word, deficiencies are evident in the whole range of speech, expressive abilities are influenced by the hearing disability and also a difficulty with motor skills of the mouth, who has behavior disorders. Deficit in the reasoning area, estimates of intellect are suggesting a medium mental retardation. He is currently a pupil at a speech therapy school, a special school for children with an impaired communicational ability (speech disability), and also for children with varying level of hearing disability.There have been problems with the boy concerning his demeanor, such as conflicts with his peers, not paying attention in school, not respecting authority of adults.The case study is divided into two parts, a theoretical part and a practical part. The theoretical part is dedicated to the characteristics of the hearing impairment, the characteristics of the behavior disorders, their etiology and classification. The practical part is dedicated to personality traits of the boy, his behavior at the boarding house and his behavior towards schoolmates and teachers. Pedagogical diagnosis is an intergral part. I suggest educational, specially pedagogical, social, diagnostical and therapeutic measures for betterment of the boy?s impairments at the conclusion of the work.
The subject of this case study is upbringing and education of a boy (14 years), who is not able to hear in a standard way, and not even with hearing aid, almost no sounds of spoken word, deficiencies are evident in the whole range of speech, expressive abilities are influenced by the hearing disability and also a difficulty with motor skills of the mouth, who has behavior disorders. Deficit in the reasoning area, estimates of intellect are suggesting a medium mental retardation. He is currently a pupil at a speech therapy school, a special school for children with an impaired communicational ability (speech disability), and also for children with varying level of hearing disability.There have been problems with the boy concerning his demeanor, such as conflicts with his peers, not paying attention in school, not respecting authority of adults.The case study is divided into two parts, a theoretical part and a practical part. The theoretical part is dedicated to the characteristics of the hearing impairment, the characteristics of the behavior disorders, their etiology and classification. The practical part is dedicated to personality traits of the boy, his behavior at the boarding house and his behavior towards schoolmates and teachers. Pedagogical diagnosis is an intergral part. I suggest educational, specially pedagogical, social, diagnostical and therapeutic measures for betterment of the boy?s impairments at the conclusion of the work.
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Sluchové postižení, vady, sluchu, řeči, mentální retardace, poruchy chování, vzdělávání, výchova, mluvená řeč, Hearing impairment, hearing, speech disabilities, mental retardation, behavior disorders, education, spoken word