The objective of this study was to analyze speech and language pathologists’ (SLPs) and parents’ attitudes toward the behavior of children with speech and language disorders. The research was conducted in the SUVAG Polyclinic kindergarten. Examinees were parents and speech and language pathologists who on daily basis encourage language development of twenty-two children with speech and language disorders. The study examined to what extent SLPs and parents agree in the assessment of child’s attention, impulsiveness and activity. A questionnaire developed solely for the purpose of this research was administered. It gathered information regarding child’s attention, impulsiveness and activity. Results have shown that parents and speech and language pathologists differed in their attitudes toward the behavior of children with speech and language disorders.

The paper examines the differences and similarities in the assessments of verbotonal teachers and speech and language pathologists regarding the activities, educational habits, and progress of children with speech and language disorders and hearing impairments who are enrolled in the program of the elementary school at SUVAG Polyclinic. These assessments were compared with perceived social support reported by students’ parents. The research was conducted at the SUVAG Polyclinic Elementary School, Zagreb in 2019. Three groups of participants took part in the research: parents of children with speech and language disorders and hearing impairment, verbotonal teachers and SLPs of those children. The results of the research showed that there is a significant degree of harmonization in the assessment of the child’s activity and educational habits and progress by verbotonal teachers and SLPs. Parents’ reports regarding received social support differ from the opinion of the experts.

During the COVID-19 pandemic, remote schooling was conducted on several occasions in the Republic of Croatia. The aim of this study is to compare the remote schooling experiences of parents of elementary school children with hearing and/or speech and language disorders and those of parents of typically developing children during the COVID-19 pandemic. Parental time involvement and predictors of general parenting self-efficacy were examined using two online surveys based on the same questionnaire. The first survey involved 267 parents of typically developing children, while the second involved 109 parents of children with hearing and/or speech and language disorders. Data were analysed using chi-square tests and hierarchical regression analysis. Our results show that, on working days and on weekends, parents of children with developmental disorders invested significantly more time in their child’s remote schooling than parents of typically developing children. Furthermore, higher general parenting self-efficacy was reported by parents who had more children, those whose children were more independent regarding remote schooling, those whose children did not suffer from developmental disorders, as well as those who experienced less stress due to their child’s remote schooling. Our study highlights the importance of adapting the remote schooling model based on the different needs and abilities of students, as well as the requirements of their families in order to prevent low parenting self-efficacy and improve students’ educational achievements.

Pandemija izazvana COVID-19 virusom značajno je utjecala na sve segmenta života, tako i na odgojno-obrazovni sustav. Posebno je bila zahtjevna priprema i provedba online nastave u posebnim odgojnoobrazovnim ustanovama u kojima se školuju učenici s većim teškoćama u razvoju. Istraživanje je provedeno na uzorku od 22 ravnatelja posebnih odgojno-obrazovnih ustanova (od ukupno 35 u Republici Hrvatskoj) s ciljem da se utvrde stavovi ravnatelja prema online nastavi koja se u vrijeme pandemijske krize provodila u ustanovama kojima su na čelu. Ispitivanje je provedeno putem upitnika sastavljenog za ovo ispitivanje. Dobiveni podatci su se analizirali testiranjem deskriptivne statistike. Istraživanje je pokazalo da su ravnatelji posebnih odgojno-obrazovnih ustanova bili nešto slabije zadovoljni podrškom institucija koje prate rad odgojno-obrazovnih ustanova tijekom online nastave, izrazili su potrebu za dodatnom edukacijom učenika, roditelja i učitelja i istaknuli da su se pojavili razni zahtjevi vezano uz specifične digitalne didaktičke materijale namijenjene online nastavi. Ravnatelji smatraju da su se roditelji nešto slabije snašli u svojoj ulozi tijekom online nastave, da učenici i roditelji nisu bili niti zadovoljni niti nezadovoljni online nastavom te da je za učenike s teškoćama u razvoju tradicionalni način nastave prihvatljiviji od mješovite nastave i online nastave.

Verbotonalna metoda, koja se provodi kao bazična metoda rada u rehabilitacijskim i odgojno-obrazovnim postupcima u Poliklinici SUVAG, temelji se na strukturalističkom pristupu govornoj komunikaciji. Primjenjuje se u radu s osobama oštećena sluha ili osobama s govorno-jezičnim ili pak komunikacijskim poremećajima. Načela verbotonalne metode utkana su u sve rehabilitacijske i metodičke postupke koji se provode u Poliklinici SUVAG, pa tako i u Osnovnoj školi Poliklinike SUVAG, o čijim se posebnim uvjetima školovanja govori u radu. Slušanje je baza govora i jezika, a time i komunikacije. U Službi za medicinsku rehabilitaciju djece školske dobi i u Osnovnoj školi Poliklinike SUVAG logopedi, audiorehabilitatori i verbotonalni stručnjaci provode rehabilitaciju slušanja i govora po verbotobalnoj metodi akademika Petra Guberine. Specifični rehabilitacijski i obrazovni verbotonalni postupci provode se uz uporabu verbotonalnih elektroakustičkih aparata i specijalizirane opreme. U kompleksnoj rehabilitaciji unutar koje je i Osnovna škola, provode se posebni verbotonalni postupci kao što su stimulacije pokretom i glazbene stimulacije (fonetska ritmika). Učenici viših razreda imaju izborne predmete Kulturu govora i Vizualnu i medijsku kulturu kojima se potiče govorno-jezični razvoj i komunikacija. Poštujući načela verbotonalne metode koja podrazumijevaju djecu i učenike kao aktivne sudionike svih procesa vođenih od verbotonalnih stručnjaka raznih profila, osigurava se profesionalnost i uspješnost rehabilitacije i nastave.