Humanistic approach towards education of preschool children with developmental speech and language disorders
DOI:
https://doi.org/10.20952/revtee.v13i32.14958Palavras-chave:
Education of children with developmental speech and language disorders (DSLD), developmental speech and language disorders, preschool children, education of preschool children, humanistic approach.Resumo
Changing approaches towards education of preschool children with developmental speech and language disorders occurs due to systemic pressure from government policy, which includes the development of inclusive education, the promotion of multidisciplinary cooperation in the development of policies and educational practices. Differentiation, personalization and integration of children with special educational needs are trends that indicate the humanization of education. Based on the analysis of scientific publications on the issues of therapy (treatment) and education of preschool children with developmental speech and language disorders for 2000-2019, key trends in education have been identified. The academic paper summarizes the experience of involving parents in the treatment of children. The importance of increasing parents’ awareness concerning the peculiarities of children with developmental speech and language disorders has been identified. The effectiveness of family-centered practice in education compared to usual practice has been proven. It has been determined that the humanistic approach should include the principle of involvement of all subjects of education of children with developmental speech and language disorders. Family-centered practice is a form of humanistic approach to education, where there is a division of responsibilities and reducing the burden on preschool teachers in the upbringing and education of such children. The features of a humanistic approach to education determine the individual approach to therapy and education. This approach is complemented by differentiated and personalized approaches. It has been determined that home speech sound disorder treatment is effective due to the formation of the natural environment, which contributes to the formation of positive relationships between children developmental speech and language disorders and parents.
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Referências
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Amar, H. S. S. S. (2008). Meeting the needs of children with disability in Malaysia. Med J Malaysia, 63(1), 1.
Brito, C. D. A., & Nunes, C. P. (2020). The intensification of teaching work in the context of the commercialization of higher education in Brazil. Journal of Research and Knowledge Spreading, 1(1), 1-17.
Coad, J, Harding, S, Hambly, H, et al. (2020), Perspectives of preschool children in England with speech and language needs in the development of evidence‐based activities. Child Care Health Dev. 2020; 46: 283– 293. https://doi.org/10.1111/cch.12746
Dodd, B., &Barker, R. (1990) The Efficacy of Utilizing Parents and Teachers as Agents of Therapy for Children with Phonological Disorders, Australian Journal of Human Communication Disorders, 18:1, 29-45, DOI: 10.3109/asl2.1990.18.issue-1.03
Dias, A. F., Cardoso, H. de M., Santos, A. L. dos, Menezes, C. A. A., & Rios, P. P. S. (2017). Schooling and subversions of gender. Revista Tempos e Espaços em Educação, 10(22), 83-92.
Ebrahimi, M. A. (2020). Cultural value of translation of proverbs and synopsis. Journal of Research and Knowledge Spreading, 1(1), 1-10.
Fox, A.V., Dodd, B. and Howard, D. (2002), Risk factors for speech disorders in children. International Journal of Language & Communication Disorders, 37: 117-131. doi:10.1080/13682820110116776
Fullagar, S. (2019). A physical cultural studies perspective on physical (in)activity and health inequalities: the biopolitics of body practices and embodied movement. Revista Tempos e Espaços em Educação, 12(28), 63-76.
Hidecker, M.J.C., Cunningham, B.J., Thomas‐Stonell, N., Oddson, B. and Rosenbaum, P. (2017), Validity of the Communication Function Classification System for use with preschool children with communication disorders. Dev Med Child Neurol, 59: 526-530. doi:10.1111/dmcn.13373
Kuuluvainen, S., Alku, P., Makkonen, T., Lipsanen, J. and Kujala, T. (2016), Cortical speech and non‐speech discrimination in relation to cognitive measures in preschool children. Eur J Neurosci, 43: 738-750. doi:10.1111/ejn.13141
Lindner, K. T., Alnahdi, G. H., Wahl, S., Schwab, S. (2019). Perceived Differentiation and Personalization Teaching Approaches in Inclusive Classrooms: Perspectives of Students and Teachers. Frontiers in Education 4 (58). doi:10.3389/feduc.2019.00058.
Lindsay, G., Soloff, N., Law, J., Band, S., Peacey, N., Gascoigne, M. and Radford, J. (2002), Speech and language therapy services to education in England and Wales. International Journal of Language & Communication Disorders, 37: 273-288. doi:10.1080/13682820210137204
Lyons, R. & Roulstone, S. (2017) Labels, identity and narratives in children with primary speech and language impairments, International Journal of Speech-Language Pathology, 19:5, 503-518, DOI: 10.1080/17549507.2016.1221455
McAllister, L., Masel, C., Tudehope, D., O'Callaghan, M., Mohay, H. and Rogers, Y. (1993), Speech and language outcomes in preschool‐aged survivors of neonatal intensive care. International Journal of Language & Communication Disorders, 28: 383-394. doi:10.3109/13682829309041472
McKean, K., Phillips B., & Thompson, A. (2012) A family-centred model of care in paediatric speech-language pathology, International Journal of Speech-Language Pathology, 14:3, 235-246, DOI: 10.3109/17549507.2011.604792
McKechnie, et al, (2018) Automated speech analysis tools for children’s speech production: A systematic literature review, International Journal of Speech-Language Pathology, 20:6, 583-598, DOI: 10.1080/17549507.2018.1477991
McLeod, S., et al, (2018) Preschool children’s communication, motor and social development: Parents’ and educators’ concerns, International Journal of Speech-Language Pathology, 20:4, 468-482, DOI: 10.1080/17549507.2017.1309065
Morgan, L., Marshall, J., Harding, S., Powell, G., Wren, Y., Coad, J. and Roulstone, S. (2019), ‘It depends’: Characterizing speech and language therapy for preschool children with developmental speech and language disorders. International Journal of Language & Communication Disorders, 54: 954-970. doi:10.1111/1460-6984.12498
Morgan, R.L., Dawson, B. and Kerby, D. (1992), The performance of preschoolers with speech/language disorders on the McCarthy Scales of Children's Abilities. Psychol. Schs., 29: 11-17. doi:10.1002/1520-6807(199201)29:1<11::AID-PITS2310290103>3.0.CO;2-Z
Mustaffa Kamal, R. M., Ward, E., & Cornwell, P. (2012). Dysphagia management practices among speech-language pathologists in Malaysia. Asia Pacific Journal of Speech, Language and Hearing, 15(2), 111–128.
Müürsepp, I., Ereline, J., Gapeyeva, H. and Pääsuke, M. (2009), Motor performance in 5‐year‐old preschool children with developmental speech and language disorders. Acta Pædiatrica, 98: 1334-1338. doi:10.1111/j.1651-2227.2009.01294.x
Nijhuis, B. J., Reinders-Messelink, H. A., de Ble´court, A. C., Olijve, W. G., Groothoff, J. W., Nakken, H., & Postema, K. (2007). A review of salient elements defining team collaboration in paediatric rehabilitation.Clinical rehabilitation, 21(3), 195–211.
Okalidou, A. and Kampanaros, M. (2001), Teacher perceptions of communication impairment at screening stage in preschool children living in Patras, Greece. International Journal of Language & Communication Disorders, 36: 489-502. doi:10.1080/13682820110089399
Prior, M., Bavin, E., Cini, E., Eadie, P. and Reilly, S. (2011), Relationships between language impairment, temperament, behavioural adjustment and maternal factors in a community sample of preschool children. International Journal of Language & Communication Disorders, 46: 489-494. doi:10.1111/j.1460-6984.2011.00003.x
Reid, J., et al, (2005), The role of the speech and language therapist in the education of children with special educational needs. International Journal of Language & Communication Disorders, 30: 534-545. doi:10.1111/j.1460-6984.1995.tb01750.x
Rhoad‐Drogalis, A., Justice, L.M., Sawyer, B.E. and O'Connell, A.A. (2018), Teacher–child relationships and classroom‐learning behaviours of children with developmental language disorders. International Journal of Language & Communication Disorders, 53: 324-338. doi:10.1111/1460-6984.12351
Roulstone, S., Glogowska, M., Enderby, P., & Peters, T. J. (1999). Issues to consider in the evaluation of speech and language therapy for preschool children. Child: Care, Health and Development, 25(2), 141–155. doi:10.1046/j.1365-2214.1999.25220119.x
Sharma, S. (2008). Speech pathology in the Asia-Pacific region: Speech pathology in Malaysia. Acquiring Knowledge in Speech, Language and Hearing, 10, 62–64.
Santos, I. T. R., Barreto, D. A. B., & Soares, C. V. C. O. (2020). Formative assessment in the classroom: the dialogue between teachers and students. Journal of Research and Knowledge Spreading, 1(1), 1-14.
Singh, S. J., Chan M. Y. & Rusli Y. A. (2016) Practise patterns of Malaysian speech-language pathologists in managing children with speech and language delay/disorder, International Journal of Speech-Language Pathology, 18:6, 560-570, DOI: 10.3109/17549507.2016.1139624
Thomas-Stonell, N. L., Oddoson, B., Robertson, B. and Rosenbaum, P.L. (2010), Development of the FOCUS (Focus on the Outcomes of Communication Under Six), a communication outcome measure for preschool children. Developmental Medicine & Child Neurology, 52: 47-53. doi:10.1111/j.1469-8749.2009.03410.x
Unicomb, R., Hewat, S., Spencer, E., & Harrison, E. (2017) Evidence for the treatment of co-occurring stuttering and speech sound disorder: A clinical case series, International Journal of Speech-Language Pathology, 19:3, 251-264, DOI: 10.1080/17549507.2017.1293735
Watts Pappas, N. W., McLeod, S., McAllister, L., & McKinnon, D. H. (2008). Parental involvement in speech intervention: A national survey. Clinical Linguistics and Phonetics, 22, 335–344.
Wren, Y., Harding, S., Goldbart, J. and Roulstone, S. (2018), A systematic review and classification of interventions for speech‐sound disorder in preschool children. International Journal of Language & Communication Disorders, 53: 446-467. doi:10.1111/1460-6984.12371
Amar, H. S. S. S. (2008). Meeting the needs of children with disability in Malaysia. Med J Malaysia, 63(1), 1.
Brito, C. D. A., & Nunes, C. P. (2020). The intensification of teaching work in the context of the commercialization of higher education in Brazil. Journal of Research and Knowledge Spreading, 1(1), 1-17.
Coad, J, Harding, S, Hambly, H, et al. (2020), Perspectives of preschool children in England with speech and language needs in the development of evidence‐based activities. Child Care Health Dev. 2020; 46: 283– 293. https://doi.org/10.1111/cch.12746
Dodd, B., &Barker, R. (1990) The Efficacy of Utilizing Parents and Teachers as Agents of Therapy for Children with Phonological Disorders, Australian Journal of Human Communication Disorders, 18:1, 29-45, DOI: 10.3109/asl2.1990.18.issue-1.03
Dias, A. F., Cardoso, H. de M., Santos, A. L. dos, Menezes, C. A. A., & Rios, P. P. S. (2017). Schooling and subversions of gender. Revista Tempos e Espaços em Educação, 10(22), 83-92.
Ebrahimi, M. A. (2020). Cultural value of translation of proverbs and synopsis. Journal of Research and Knowledge Spreading, 1(1), 1-10.
Fox, A.V., Dodd, B. and Howard, D. (2002), Risk factors for speech disorders in children. International Journal of Language & Communication Disorders, 37: 117-131. doi:10.1080/13682820110116776
Fullagar, S. (2019). A physical cultural studies perspective on physical (in)activity and health inequalities: the biopolitics of body practices and embodied movement. Revista Tempos e Espaços em Educação, 12(28), 63-76.
Hidecker, M.J.C., Cunningham, B.J., Thomas‐Stonell, N., Oddson, B. and Rosenbaum, P. (2017), Validity of the Communication Function Classification System for use with preschool children with communication disorders. Dev Med Child Neurol, 59: 526-530. doi:10.1111/dmcn.13373
Kuuluvainen, S., Alku, P., Makkonen, T., Lipsanen, J. and Kujala, T. (2016), Cortical speech and non‐speech discrimination in relation to cognitive measures in preschool children. Eur J Neurosci, 43: 738-750. doi:10.1111/ejn.13141
Lindner, K. T., Alnahdi, G. H., Wahl, S., Schwab, S. (2019). Perceived Differentiation and Personalization Teaching Approaches in Inclusive Classrooms: Perspectives of Students and Teachers. Frontiers in Education 4 (58). doi:10.3389/feduc.2019.00058.
Lindsay, G., Soloff, N., Law, J., Band, S., Peacey, N., Gascoigne, M. and Radford, J. (2002), Speech and language therapy services to education in England and Wales. International Journal of Language & Communication Disorders, 37: 273-288. doi:10.1080/13682820210137204
Lyons, R. & Roulstone, S. (2017) Labels, identity and narratives in children with primary speech and language impairments, International Journal of Speech-Language Pathology, 19:5, 503-518, DOI: 10.1080/17549507.2016.1221455
McAllister, L., Masel, C., Tudehope, D., O'Callaghan, M., Mohay, H. and Rogers, Y. (1993), Speech and language outcomes in preschool‐aged survivors of neonatal intensive care. International Journal of Language & Communication Disorders, 28: 383-394. doi:10.3109/13682829309041472
McKean, K., Phillips B., & Thompson, A. (2012) A family-centred model of care in paediatric speech-language pathology, International Journal of Speech-Language Pathology, 14:3, 235-246, DOI: 10.3109/17549507.2011.604792
McKechnie, et al, (2018) Automated speech analysis tools for children’s speech production: A systematic literature review, International Journal of Speech-Language Pathology, 20:6, 583-598, DOI: 10.1080/17549507.2018.1477991
McLeod, S., et al, (2018) Preschool children’s communication, motor and social development: Parents’ and educators’ concerns, International Journal of Speech-Language Pathology, 20:4, 468-482, DOI: 10.1080/17549507.2017.1309065
Morgan, L., Marshall, J., Harding, S., Powell, G., Wren, Y., Coad, J. and Roulstone, S. (2019), ‘It depends’: Characterizing speech and language therapy for preschool children with developmental speech and language disorders. International Journal of Language & Communication Disorders, 54: 954-970. doi:10.1111/1460-6984.12498
Morgan, R.L., Dawson, B. and Kerby, D. (1992), The performance of preschoolers with speech/language disorders on the McCarthy Scales of Children's Abilities. Psychol. Schs., 29: 11-17. doi:10.1002/1520-6807(199201)29:1<11::AID-PITS2310290103>3.0.CO;2-Z
Mustaffa Kamal, R. M., Ward, E., & Cornwell, P. (2012). Dysphagia management practices among speech-language pathologists in Malaysia. Asia Pacific Journal of Speech, Language and Hearing, 15(2), 111–128.
Müürsepp, I., Ereline, J., Gapeyeva, H. and Pääsuke, M. (2009), Motor performance in 5‐year‐old preschool children with developmental speech and language disorders. Acta Pædiatrica, 98: 1334-1338. doi:10.1111/j.1651-2227.2009.01294.x
Nijhuis, B. J., Reinders-Messelink, H. A., de Ble´court, A. C., Olijve, W. G., Groothoff, J. W., Nakken, H., & Postema, K. (2007). A review of salient elements defining team collaboration in paediatric rehabilitation.Clinical rehabilitation, 21(3), 195–211.
Okalidou, A. and Kampanaros, M. (2001), Teacher perceptions of communication impairment at screening stage in preschool children living in Patras, Greece. International Journal of Language & Communication Disorders, 36: 489-502. doi:10.1080/13682820110089399
Prior, M., Bavin, E., Cini, E., Eadie, P. and Reilly, S. (2011), Relationships between language impairment, temperament, behavioural adjustment and maternal factors in a community sample of preschool children. International Journal of Language & Communication Disorders, 46: 489-494. doi:10.1111/j.1460-6984.2011.00003.x
Reid, J., et al, (2005), The role of the speech and language therapist in the education of children with special educational needs. International Journal of Language & Communication Disorders, 30: 534-545. doi:10.1111/j.1460-6984.1995.tb01750.x
Rhoad‐Drogalis, A., Justice, L.M., Sawyer, B.E. and O'Connell, A.A. (2018), Teacher–child relationships and classroom‐learning behaviours of children with developmental language disorders. International Journal of Language & Communication Disorders, 53: 324-338. doi:10.1111/1460-6984.12351
Roulstone, S., Glogowska, M., Enderby, P., & Peters, T. J. (1999). Issues to consider in the evaluation of speech and language therapy for preschool children. Child: Care, Health and Development, 25(2), 141–155. doi:10.1046/j.1365-2214.1999.25220119.x
Sharma, S. (2008). Speech pathology in the Asia-Pacific region: Speech pathology in Malaysia. Acquiring Knowledge in Speech, Language and Hearing, 10, 62–64.
Santos, I. T. R., Barreto, D. A. B., & Soares, C. V. C. O. (2020). Formative assessment in the classroom: the dialogue between teachers and students. Journal of Research and Knowledge Spreading, 1(1), 1-14.
Singh, S. J., Chan M. Y. & Rusli Y. A. (2016) Practise patterns of Malaysian speech-language pathologists in managing children with speech and language delay/disorder, International Journal of Speech-Language Pathology, 18:6, 560-570, DOI: 10.3109/17549507.2016.1139624
Thomas-Stonell, N. L., Oddoson, B., Robertson, B. and Rosenbaum, P.L. (2010), Development of the FOCUS (Focus on the Outcomes of Communication Under Six), a communication outcome measure for preschool children. Developmental Medicine & Child Neurology, 52: 47-53. doi:10.1111/j.1469-8749.2009.03410.x
Unicomb, R., Hewat, S., Spencer, E., & Harrison, E. (2017) Evidence for the treatment of co-occurring stuttering and speech sound disorder: A clinical case series, International Journal of Speech-Language Pathology, 19:3, 251-264, DOI: 10.1080/17549507.2017.1293735
Watts Pappas, N. W., McLeod, S., McAllister, L., & McKinnon, D. H. (2008). Parental involvement in speech intervention: A national survey. Clinical Linguistics and Phonetics, 22, 335–344.
Wren, Y., Harding, S., Goldbart, J. and Roulstone, S. (2018), A systematic review and classification of interventions for speech‐sound disorder in preschool children. International Journal of Language & Communication Disorders, 53: 446-467. doi:10.1111/1460-6984.12371
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2020-12-13
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Oksana , V. ., Olha, K. ., Oksana, K. ., Galyna, M., & Olga, S. . (2020). Humanistic approach towards education of preschool children with developmental speech and language disorders. Revista Tempos E Espaços Em Educação, 13(32), 1–15. https://doi.org/10.20952/revtee.v13i32.14958
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