| Abstract [eng] |
This master thesis describes theoretical analysis for cluttering features characterized by behavioral of pupil’s language and speech therapy. The aim of the research is - to discover the ways of cluttering identification and the strategies of speech and language therapy, to evaluate the situation of speech and language therapy for the pupils with fluency disorders in Lithuania. The hypothesis that the majority of speech therapists lack the experience and knowledge in working with cluttering were noted of pupils. The study used methods: a questionnaire survey of speech therapists and the statistical (descriptive frequencies, averages, x2 tests) data analysis. The study included 102 Lithuanian speeches. The empirical part deals with knowledge about cluttering and coping capabilities, help cluttering possess the means of pupil, which approaches are effective in providing assistance and what should be improved by providing assistance to persons who clutters. The main empirical findings: 1. Cluttering is a complex speech disorder that is characterized by rapid speech rate of repetition of sounds and / or not included in their pronunciation, syllables fitful omission, insertion, which adversely affects the smooth functioning of the speech quality. 2. Proved the hypothesis that a small part of respondents (46.1%) to the practical work with cluttering known to have pupils experience. 3. Speech to highlight the main features of cluttering: lack of skills in self-control, irregular pronunciation of polysyllabic words, write the absence of control. Respondents indicate that the majority of pupils do not care about the speech problems. 4. The main techniques applied to speech therapy help with the work known to have cluttering: regular breathing, speaking slowing pace of learning, self-education strategies, strengthening the pupil's motivation. 5. Areas for improvement by improving support Lithuania cluttering pupil’s with are: the child's language control not only in speech therapy cabinet, regular, high-quality professional cooperation, recognition the role of the family, the pupil’s motivation for training, promotion of self-confidence, emotional support, comprehensive assistance to the various other professionals and the child's relatives. |
