| Abstract [eng] |
This master’s work is carrying out theoretical analysis of speech and language therapists work, including the functions of speech and language therapists regulated in special education system, there is an evaluation of Lithuanian Republic special educational law basis in this work. Also this master work includes the meaning of speech and language therapist aid for children in preschool institution and the meaning of the partnership between parents and therapist. The purpose of this work was to find out how parents, whose children have speech and communication disorders, appreciate the help of speech and language therapists. Therefore the analysis of statistics was carrying out (Kruskal – Wall test, χ2 test). This research involved 187 parents, who children go to comprehensive school or preschool institutions in Panevežys. The purpose of empirical part is how parents look to the help of the speech and language therapists for their children, how parents are included into training and how parents collaborate with therapists. The prime conclusions: 1. Survey data showed, that parents agree to the fact that they should participate in their children’s language education, but despite this parents rarely participate in this process. Parents apply to speech and language therapist if they see any problems, or if they want to know, how children are doing during the training. The best part of parents maintained, that they want play up more actively in child’s speech and language training process. 2. The parents’ estimation of therapist work is not absolutely positive, as it is not possible to overcome language difficulties. Even so parents approve, that the help of speech and language therapist are necessary for children with speech and language disorders. Moreover, parents say, that it is very important to provide speech and language training as soon as possible and also to provide the help of other specialists. The childe abilities are also very important in pursuance of the results. 3. Comparing parents’ involvement in education process in point of educational institutions emerged that parents, whom children are studding in training-school or special group are much more active in speech and language training process, than parents, whom children are studding in comprehensive school. Independent of parents involvement in training, most parents agree with the fact, that speech therapy is necessary. However, the best part of special group parent think, that child with speech and language disorders may acquire their speech independently and successfully study at school. |
