| Abstract [eng] |
The Master thesis analyses the specificity of speech therapists work in primary and the first part of the basic education. Theoretical and document analysis approach aims to find out the peculiarities and requirements of speech therapists competencies, functions, work organization principles, frequent speech and language disorders, their coping methods, and the importance of the speech and language education in 1st – 4th and 5th – 8th grades. Empirical data was collected using a questionnaire and semi-structured interview techniques to reveal the specificity of speech therapy intervention in primary and basic education the first part of the classroom. The empirical study was aimed at finding out what the speech and language disorders having students, speech therapists working with in schools, what forms of speech therapy is organized and what forms of speech therapy classes are most effective. It also aimed to reveal what speech therapy methods usually are applied in their practice with students having speech and language disorders. Descriptive data analysis of the survey has been applied to reveal the difficulties speech therapists are faced in their practice, and what forms of cooperation are usual among speech therapist, teachers, students and their parents. The data of the research showed that phonological, phonetic and language underdevelopment, speech and language disorders are prevailed in 1 – 4 grades. Phonological and language specific developmental speech and language disorders are met in 5 – 8 grades. Speech therapists usually applies active learning methods while teaching primary school students, and working with older students, dominates traditional teaching (learning) methods. Speech therapists in their work frequently are confronted with a lack of time, due to the large number of pupils, and lack of motivation of the senior pupils. In order to ensure quality assistance to schoolchildren speech therapists themselves usually initiate communication with teachers, students and parents, using individual interviews. According to descriptive data analysis, the passive participants in education are the students' parents. |
