| Abstract [eng] |
The theoretical analysis of speech and disorders thereof, manifestations of anxiety, correlation of school anxiety and studying has been carried out in the present paper. The following hypotheses have been set: students with speech disorders experience a higher degree of anxiety in comparison with students of the same age group with normal speech development; school anxiety depends on the type of speech disorders; educators apply different work methods for overcoming school anxiety of students. A research has been carried out by means of a questionnaire. Research aim – to reveal the manifestations of anxiety among students with speech disorders and to determine the level of expression thereof as well as to distinguish work methods that would help overcoming school anxiety suffered by students. 473 students of comprehensive schools have participated in the research. Among them: 149 students have been diagnosed writing disorders, 35 of them had speech backwardness and 67 students had phonological speech disorders; 222 students of the same age group with normal speech development. And 100 educators of comprehensive schools. Manifestations of school anxiety suffered by students and expression levels thereof as well as work methods applied by educators and suitability thereof for overcoming manifestations of school anxiety suffered by students with speech disorders are analysed in the empirical part. The key conclusions of the empirical research are as follows: 1. The tendency of anxiety suffered by students having speech backwardness approaches to increased anxiousness. They are more afraid that they would not be able to meet the expectations of the surrounding people and knowledge assessment. The tendency that girls tend to distinguish the most of school anxiety components better in comparison with boys prevails as well. 2. Educators apply different work methods for overcoming school anxiety suffered by students with speech disorders. Work methods applied by educators most often may be divided into two groups. Direct activity with the student: to draw the attention to small achievements of children; to emphasize specific actions for accomplishing tasks assigned to students and to tell remarks; to seek to take the position as an educator and a friend etc. to the children. Indirect activity with the student: to encourage parents to be more patient and tolerant; to discuss with colleagues the ways how to help a child; to encourage parents to repeat their children that they loved them in all possible ways etc. Some methods are applied rarely but they are efficient enough: to teach children of diaphragmatic breathing during an educational break; to encourage a child to write down what caused anxiety to him and the ideas for success; to discuss with children which work methods are most efficient when reducing anxiety; to communicate to parents in order to find out the reasons for the child’s anxiety. 3. The first hypothesis that it is probable that students with speech experienced a higher degree of anxiety in comparison with students of the same age group with normal speech development was confirrmed. 4. The second hypothesis that school anxiety depended on the type of speech disorders was confirmed. A greater school anxiety in accordance with five school anxiety components (social stress, frustrated need for success, fear about knowledge assessment, fear about failing in meeting expectations, general school anxiousness) is suffered by students with speech backwardness. The least anxious are students with a phonological speech disorder. 5. The third hypothesis that educators applied different work methods for overcoming school anxiety of students was confirrmed. |
