| Abstract [eng] |
In the present Master Thesis working links between speech therapists and special educationalists in educating students with spoken and written language disorders are analysed. The aim is to reveal, with the help of theoretical analysis method, speech therapists’ and special educationalists’ practice and competences definition, connection between spoken and written language disorders and the education policy applied. The empiric research data were collected with an approach of a semi-structured interview and a document analysis method, the aim was to reveal the speech therapists’ and special educationalists’ experience in educating students with spoken and written language disorders. The interview data were supported by analysis of the educational assistance beneficiaries’ lists. With the help of qualitative data content analysis it was attempted to reveal the characteristics of students with spoken and written language disorders as well as spoken and written language disorders’ correlation, education and learning strategies and means, similarity, commonness and differences of the activity thereof. According to the study it was determined that the written language difficulties are caused by speech underdevelopment and phonological disorders. Students with spoken and written language disorders are distinguished by faulty pronunciation, speech, emotional and behavioural peculiarities. They experience certain difficulties during the lessons of different subjects. Specialists apply different educational process strategies that are correlated between them. Speech therapists’ and special educationalists’ activity is very similar and different at the same time. These specialists have the same common goals and the field of their activity is similar. Their activity is complementary but they have different education and learning goals and apply different teaching methods. Education support specialists and teachers cooperate between them. All specialists try to involve parents into the education process, but this endeavour is difficult to implement. |
