Vaikų Psichomotorinės Raidos Tikrinimo Ir Kalbos Bei Bendravimo Sutrikimų Diagnostikos Sąsajos

Petrulytė, Jovita; Perminaitė, Rita; Mikulėnaitė, Laima

doi:10.35988/sm-hs.2020.019

Cited by 2 publications

(1 citation statement)

References 6 publications

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“…J. Petrulytė, R. Perminaitė and L. Mikulėnaitė (2020) determined when and what kind of speech and communication developmental disorders parents notice first when raising children with speech disorders, and how this is related to developmental assessment and the early diagnosis of developmental disorders. R. Braslauskienė, E. Turauskienė and J. Vaičiulienė (2022) showed the possibilities for applying active learning methods in developing children's linguistic abilities.…”

Section: Introductionmentioning

confidence: 99%

Preschool Teachers’ Experiences of Inclusive Education in Developing Children’s Communication Competence

Braslauskienė¹,

Turauskienė²

2023

Regional Formation and Development Studies

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Processes of inclusiveness in the implementation of education, trends, and the prevailing experiences of creating inclusion in educational institutions, in the life of an institution’s community, and in educational practice, have created new challenges and opportunities for teachers. The following article shows preschool teachers’ experiences of inclusive education in developing children’s communication competence. A qualitative research strategy was chosen for the empirical study. Preschool teachers, who work in the inclusive education group and have experience of working with children with autism spectrum disorders, participated in a semi-structured interview. Teachers’ experience of inclusive education has been analysed on the basis of the following aspects: an assessment of the situation in the context of inclusive education; the organisation of children’s communication competence activities in inclusive education; preschool teachers’ feelings and their experiences; and the advantages and disadvantages of inclusive education experiences in developing children’s communication competence. The research findings show that it is difficult for teachers to work in inclusive education groups, because educational institutions lack specialists, teachers lack competencies, motivation and educational tools, and parents are not satisfied with the educational situation.

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Section: Introductionmentioning

confidence: 99%

Preschool Teachers’ Experiences of Inclusive Education in Developing Children’s Communication Competence

Braslauskienė¹,

Turauskienė²

2023

Regional Formation and Development Studies

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The Acquisition of Adjective Gradation in Lithuanian Children with Developmental Language Disorder at Preschool and Pre-primary School Age

Kamandulytė-Merfeldienė

2021

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The aim of the study is to examine Lithuanian children’s with developmental language disorder abilities in forming comparative and superlative degrees of adjectives. We report the data from a Sentence Completion Study with 80 Lithuanian children with developmental language disorder (age range 4;6-6;5) and 80 typically developing Lithuanian children (age range 4;6-6;5). For the picture-based comparative and superlative formation task, 30 adjectives were selected to control for the following variables in Lithuanian: obligatory morphonological palatalisation of root-final dentals, the variables syllabic length (bisyllables vs. trisyllables) and underived vs. derived adjectives.The results confirmed our first hypothesis that correct production of both comparatives and superlatives is influenced by several factors: the general length effect, morphological complexity of the adjective (whether derived or not), morphotactic transparency/opacity (opacifying morphonological palatalization). The results confirmed our second hypothesis that Lithuanian children with developmental language disorder faced more difficulties in performing the adjective gradation task than typically developing children. In addition, the results have shown that children’s performance on comparatives was better than on superlatives. The better performance of comparatives could be explained by the fact that the superlative is morphosemantically and morphotactically more marked than the comparative. On the other hand, it could be, according to Layton and Stick’s hypothesis (1979), that the later acquisition of the superlative suffix is due to limitations in cognitive and perceptual abilities, which may be seen as one cause of morphosemantic markedness.

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Vaikų Psichomotorinės Raidos Tikrinimo Ir Kalbos Bei Bendravimo Sutrikimų Diagnostikos Sąsajos

Cited by 2 publications

References 6 publications

Preschool Teachers’ Experiences of Inclusive Education in Developing Children’s Communication Competence

Preschool Teachers’ Experiences of Inclusive Education in Developing Children’s Communication Competence

The Acquisition of Adjective Gradation in Lithuanian Children with Developmental Language Disorder at Preschool and Pre-primary School Age

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