| Abstract [eng] |
The job analyses: the peculiarities of additional and alternative communication use for children with moderate and severe intellectual disabilities. Using questionnaire survey method, the research was accomplished the aim- to ascertain the peculiarities of additional and alternative communications for children with moderate and severe intellectual disabilities. Using Microsoft Excel computer program statistical data analysis was done. The study included 20 speech specialist and 77 spec. teachers working in Vilnius, Panevezys, Seduva educational institutions. The empirical part deals with the peculiarities of these children’s communication, the methods and means of additional and alternative communication used by persons under research are analysed; the individuals influencing the successful implementation of alternative communication were identified; the difficulties faced by professionals cultivating these children as an alternative were clarified. The main conclusions of empirical research: 1. Additional and Alternative Communication is explained as an additional and supplementary means used for persons with speech and other communication disorders, which helps them to express their thoughts, desires and ideas. These children have poor need for communication, they have subordination of random external effects which influence inability to constructively deal with communication problems. 2. The predominant communication peculiarities are the lack of communication with contemporaries and strange people. Children with moderate intellectual have skills of comprehending symbols, gestures, pictures and understand their use; they are encouraged to establish contacts, have ability to communicate in language. Children with severe intellectual disabilities have unwillingness for communication, they communicate only being encouraged. 3. Speech specialist used alternative communication means, the dominating are gestures, symbols, vocalisations, pictures in combination with other communication. Spec. teachers chose vocalisations, pictures, gestures, but they avoid symbols. Immediate communication partners – speech therapist, special teacher, classroom teacher, classmates, with whom these children tend to communicate during lessons, extracurricular activities at the time. 4. Children with moderate intellectual disorders show more pro-active communication, innovative use of alternative means of communication, they are able to make contact, identify objects, are able to express in words their needs. Such skills for children with severe intellectual disorders are rare. 5. The lack of children’s motivation, parental indifference, the lack of methodical literature and the tools creates difficulties for speech therapists in educating their children as an alternative. The challenges for educators are the lack of knowledge, parental rejection, lack of time, a large number of students in the classroom. |
