Parents’ and speech and language pathologists’ attitudes toward preschool children with speech and language disorders

Abstract

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.

Comparison of Mental Health of Mothers of Children With Disorders Speech and Language With an Emphasis on the Duration of Receiving Rehabilitation Services

“…One of the most common disorders in children is speech and language disorders, leading to multiple degrees of disability in children. Children with speech and language disorders have problems communicating with their environment [9]. Communication problems in these children can disrupt the acquisition of other skills and abilities, such as decision-making, self-confidence, self-esteem, independence, participation in social groups, and successful communication with peers [10].…”

Teachers' Knowledge about Students with Dyslexia and Professional Development

“…In Croatia, the following symptoms of dyslexia in reading/writing were found: difficulties in mastering phonemic awareness, recognizing and naming graphemes and matching them to the corresponding phonemes, insufficiently developed visual vocabulary, persistent spelling while reading, prolonged reading by joining syllables, pausing, repeating what is read, omitting, adding, and substituting graphemes, phonemes, and whole words, substituting syllables, difficulties in decoding pseudowords saturated with sounds/letters specific to the Croatian Latin alphabet, longer reading and writing time, failure to follow orthographic rules, and difficulties in orientation in the text (Lenček, Ivšac, 2007;. Moreover, children understand what they read better if they read the text several times, and they rely on general knowledge and contextual factors when interpreting the text (Dulčić, Pavičić Dokoza, 2014).…”