| Abstract [eng] |
The psychological well-being of the children with language disorders in the main stream school is directly related to children's language disorders and how peers, parents and teachers respond to the problems of these children. A persons well being and a self feeling is highly shaped by the environment, so psychological well-being of children with speech impairments depends on the surrounding pears, parents, teachers reactions. The psychological well-being of children with speech disorders depends on school teachers’, special education teachers’ competence and compassion and how classmates actually express the empathy to peers who have not typically developt language. Research shows that pupils with speech disorders have a low self-esteem on academic achievement: their self-esteem is low, not because they have language problems, but because of academic aptitude. The psychological well-being of children with speech disorders is related to many things: to the fear of failure, self-esteem, motivation, integrated education, high self-esteem, inferiority, etc. The first part of this study deals with language disorders: classification of speech disorders, the possible causes of speech disorders, the forms of assistance for students with language disorders where analyzed as well. In the second part of the masters theses there is analyzed the psychological well-being of students in the secondary school. The third section discusses the results of the study: the children's views on their psychological well-being of the general education school, based on the self-esteem evaluation questionnaire by Rosenberg are being presented. . |
