| Abstract [eng] |
The theoretical research performed in the paper revealed that the pupils with hearing impairments confronted with the problems of verbal expression concerning their poor vocabulary and their affected ability to accept, perceive, and express linguistic information. These problems can be solved in sessions of art therapy, which capacitate acquiring experience of artistic and verbal expression and development of skills. We have hypothesized that the verbal expression of pupils with hearing impairments is stimulated during the sessions of art therapy. The research, which aim was the ascertainment of the effect of the art therapy on stimulation of the verbal expression of the pupils with hearing impairments, was performed by the method of activity (action). By using the results of the literature analysis, the sessions of art therapy were organised, during which we observed the manifestations of artistic activity inspiration and stimulation of verbal expression. 5 pupils with hearing impairments (2 hard of hearing and 3 deaf) of 10 – 14 years old participated in the research. The results of verbal expression stimulation of the pupils with hearing impairments analysed in the empirical part and the content and phenomenographic analyses revealed the following main conclusions of the research: 1. The retrospective observation of the art therapy sessions revealed that the verbal expression of the participants of the group was stimulated by the direct impact – by allowing opening out, telling about the own art creation, answering to the questions of the teacher and to the questions of other participants of the group, and the indirect impact – by observing communication of the teacher and speaking of other participants, by expressing spontaneously the arising thoughts. 2. The performed phenomenographic analysis of the texts under research revealed the peculiarities of verbal expression allowing perceiving, what information received during the sessions of art therapy, is used for writing of a text by the pupils with hearing impairments. These are: a personal narration, questions of the teacher and pupils, words of politeness, reminiscences and spontaneous thoughts arising after discussion of the creations. 3. The accomplished content analysis of the texts under research allowed establishing of the following changes of the verbal expression: • All the texts of the pupils under research increased in the amount of written words, when comparing the results before the inspiration of the verbal expression and after the inspiration of the verbal expression; • The amount of parts of speech has increased in the texts, though marginally. |
