| Abstract [eng] |
This research work deals with the theoretical analysis of priorities, directions, inter-institutional cooperation, assuring its continuity, of the early speech therapist’s aid. The goal of the research is to analyze and to reveal continuity of the speech therapist's aid after transition from early rehabilitation services to pre-school establishments. The empirical part of the research works analyzes the priorities of the speech therapist’s aid, its directions, and opinions on the speech therapist’s aid continuity. The following methods are used to achieve this objective: questionnaire, semi-structured interview, analysis of questionnaire and interview contents. Questionnaire survey involved 100 speech therapists, providing assistance to children in pre-school educational establishments, and in eight specialists from early rehabilitation services (ERS) and Pedagogical-Psychological Services (PPS). The main conclusions of the empirical part of the research: 1. Many researchers emphasize the importance of early language development for child‘s growth. However, not all children can develop their language successfully, therefore, it is of vital importance to observe language disorders in a child as soon as possible and provide a child with the speech therapist's aid. The main objective of a speech therapist is to assess the child's language development, to identify and, during speech therapy sessions, to help resolve the arising problems, using a variety of methodological tools, having regard to child's needs. In the early period, aid is provided in ERSs. When a child starts going to a pre-school establishment, where he/she should continue speech therapy, the ERS should cooperate with the for child‘s good wealth. 2. The legal basis of the Republic of Lithuania does not provide with many special instruments ensuring the early assistance and its continuity for a child and his/her family. Currently, the main instrument regulating provision of the early complex educational assistance, social support, and health care services to early-aged children and their parents is the order signed by three ministers (November 4, 2011) and Order of the Minister of Health of the Republic of Lithuania “Concerning Principles, Description and Provision Requirements of Organisation of Early Rehabilitation Services of Secondary and Tertiary Levels of Children's Development Disorders” (14 December, 2000). These instruments regulate availability and continuity of the above-mentioned assistance. 3. Pursuant to the opinion of the speech therapists working in pre-school establishments, speech therapy continuity is poorly ensured due to the lack of the inter-institutional cooperation. Speech therapists of pre-school establishments do not receive any information about the children whom the speech therapists assistance was provided to in ERSs; therefore, they often work with children on the basis of assessment conducted by them. Usually, the speech therapist's assistance is started to be provided not in the early stages, but later. Many of speech therapists do not continue or do not provide the necessary aid to children due to the too-high number of pre-school children. The thinking is simple—younger children may wait. 4. According to the opinion of the speech therapists of ERSs or PPSs, continuity of the speech therapist's assistance is not ensured in due time, except special kindergartens and nurseries, which have special groups. To speech therapists‘ opinion, continuity is impossible because of the lack of the inter-institutional cooperation. Specialists of each institution work with a child until he/she leaves their institution. 5. Speech therapists think that early help and its continuity is the main priority, however, specific child's needs should also be regarded. But in reality assistance is only provided when certain disorders can be observed. This is due to the lack of information. Although cooperation with specialists from other institutions is limited, speech therapists note that they communicated with children‘s parents and educators a lot. This leads to continuity in group activities and at home. |
