engleski

Rehabilitation and Integration Conditions of Treating Developmental Disorders in Preschool Children

A research study of an action-evaluation type was performed in the pre-school department of the SUVAG Polyclinic, Zagreb which was aimed at the comparison of two verbal contexts: a context of rehabilitation which is constructed by children showing multiple disabilities with dominant speech and langugage difficulties and integrated context including some children with multiple disabilities and their peers with normal langugage development. As many differences in the langugage development in these two different contexts could be predicted, it was interesting to investigate the differences in the curricula created by children and adults in those two groups. The aim of the study was to analyse the speech-langugage context of rehabilitation and integration groups from the aspect of both communication and play activities. After gathering data by direct observation of play and communication in 12 rehabilitation and 3 integration pre-school groups, during 3 school years (N=77, age from 3 to 7 and half years) the qualitative and quantitative data analysis yielded results which were in accordance with the posited hypotheses. - Teachers in both groups showed typical behaviours: structuring, arranging and flexible adaptation of content to produce better understanding, imitation and stimulation of spontaneous use of language. - In rehabilitation groups rich morphological, syntactic and vocabulary elements were used by good adult speech model. The play was typically non-group, the dominant kind being directed activities. It was often non-verbal and imitative, or non-verbal response. Rarely was the play initiated by children. - In integration groups a natural social peer-group situation prevailed: conversation and communication related to everyday situations. The play in this context was self-initiated and typical for age, stimulating sharing, communication and all pragmatic aspects of speech. The general comparison of two contexts yielded a clear-cut conclusion that only the combination of both contexts could be a good cognitive, social and emotional development of the child.

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