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OALib Journal期刊

ISSN: 2333-9721

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APPRAISAL OF THE ORTHOGRAPHY LEVEL OF THE HANDWRITING IN EASY MENTAL RETARDED CHILDREN
Aneta HRISTOVA,Silvana FILIPOVA
Journal of Special Education and Rehabilitation , 2009,
Abstract: Mental retardation is a very complex and specific society problem that appears in the earliest period of the child development. Speech represents one of the most important human qualities and undoubtedly a need for each individual, therefore, the logical conclusion is that it is essential for everyone, even for the mentally retarded individual as well.It is a fact that the speech deficit is one of the general and serious problems with mentally retarded children, which results in damaged, underdeveloped and late development of their speech. Therefore, these conditions also lower success in orthography level of handwriting. That is why we decided to use instruments which the special rehabilitation diagnostic offers, to evaluate the orthography level of handwriting of the mildly mentally retarded pupils in special primary schools, and to compare the obtained results with the success in Macedonian language, gender and the age of the pupil, in order to view their connection and continuance in their developing period.Many researches, as well as this one, have shown that the disorthography in a huge percentage is found in children with mild mental retardation.The results of the research have shown a low orthography level of the handwriting in children with mild mental retardation, which is dependant on the class-age, sex and the success in Macedonian language.
COMPARATIVE ANALISYS OF ARTICULATION AND PHONOLOGY DISORDERS IN FUNCTION OF DIFFERENTIAL DIAGNOSIS
Ana POPOSKA,Silvana FILIPOVA
Journal of Special Education and Rehabilitation , 2010,
Abstract: Sound expression is the first impression of speech and language. Whatever its origin, false pronunciation is the first sign. In the early school years of developmental speech – if a language disorder appears, it is often followed by the disruption of the phonological – articulation segment.This research aims to establish and compare frequency, type, and every articulate and acoustic characteristics of the disordered sound in both children with Dyslalia, as well as those with SLI.This micro investigation was done using 71 examinees ages 6 to 8. Thirty-five examinees were with Dyslalia and 36 had SLI. Their achievements are underlined using comparative analysis, tested with two relevant tests.Some of the more important conclusions are:Children with Dyslalia mostly showed distorted sounds, while those with SLI mostly substituted the disordered sound. In Dyslalia, fricatives were most affected, but in the case of SLI, all sound groups were disordered usually. In both tested groups, the type of disorder was due to the misplacement of sound formation. All children having articulation disorders while also having sound discrimination have not only phonetic contrasts, but were also being influenced by the rest of the linguistic aspects.
EXAMINING THE ORGANIZATION OF SPEECH AND THINKING OPERATIONS IN CHILDREN WITH SPEECH DIFFICULTIES
Silvana A. FILIPOVA
Journal of Special Education and Rehabilitation , 2007,
Abstract:
DESCRIPTION OF CHILD WITH ALALIA
Mare STOJMENOVSKA,Silvana FILIPOVA
Journal of Special Education and Rehabilitation , 2005,
Abstract: Alalia is a condition of completely undeveloped speech in children that have kept hearing, but they are not in a condition to understand language message, because they have bad perception caused by disorders and dysfunction of CNS on level of auditory representative cortical area.Therefore, it is necessary to have prompt detection, diagnosis and treatment of these children because the results we get from researches indicate that good results could be achieved in relation to development of speech and appropriate level of communication in children with severe mental retardation.
REVIEW OF A CASE OF CHILD WITH ACQUIRED APHASIA
Mare STOJMENOVSKA,Silvana FILIPOVA
Journal of Special Education and Rehabilitation , 2004,
Abstract: Achieved children speech disabilities are manifested at certain level of development of speech from the age of 3 to 12 years. The speech disabilities with children from the age of one to three years have developmental and acquired characteristics. It is well-known when and why the disabilities occurr at acquired aphasia or disphasia.The child with acquired aphasia or disphasia has early brain impairements and a relative improvement happens with adequate treatment and prompt rehabilitation treatment. It is more obvious with children than with adults.This fast and complete rehabilitation happens due to the plastic character of child’s brain and the possibilities for intro-hemisphere and inter-hemisphere reorganization of speech functions in childhood.
DOMINANT LATERALISATION OF THE ABOVE EXTREMITIES OF THE CHILDREN WITH LIGHT AND SEVERE RETARDATION
Silvana FILIPOVA,Risto PETROV
Journal of Special Education and Rehabilitation , 2000,
Abstract: A subject of this article is a modest research of the dominant lateralization on the level that is very useful and gesticulates, as well as the level of the harmonic dominant lateralization of the mentally retarded children.
DIAGNOSTIC AND THERAPEUTICAL PROBLEMS WITH DEVELOPMENTAL STUTTERING
Olivera ZDRAVKOVSKA,Silvana FILIPOVA
Journal of Special Education and Rehabilitation , 2000,
Abstract: This presentation is an attempt to give important directions in diagnosis of developmental stuttering. More therapeutic problems are presented as well with emphases to the preventive treatment.
THE IMPORTANCE OF GROUP THERAPY USED IN THE TREATMENT OF STUTTERING
Darinka SHOSTER,Nada DOBROTA DAVIDOVIК?,Silvana FILIPOVA,Biljana LOZANOVSKA
Journal of Special Education and Rehabilitation , 2011,
Abstract: Introduction: Stuttering is not a problem of individuals, but it’s a problem in the verbal communication with others. Individual and group treatment is equally important to use while working with people who stutter.Purpose: Group treatment is used to allow the patient adequate adjustment in all problematic situations (situations increasing stuttering) in the environment and to gradually inhibit negative emotions.Material and methods: Objective speech tool is used in this testing (evaluation of speech status under Fiedler, PA Standop, R.Stotern-Schwarzenberg, Munchen, 1978) to determine the degree and type of speech disorder. The anxiety feeling is also evaluated, where the subjective assessment of patients' anxiety is expressed in units SUD (subjective units of disturbance or distress - subjective assessment of suffering).Results and Conclusion: The results showed that group stationary treatment has a huge significance in reducing the anxiety of patients who stutter.
THE SPEECH OF THE CHILDREN WITH DОWN SYNDROME
Silvana Filipova,Gorica Levanska,Natasa Inkodinovic-TALEVSKA
Journal of Special Education and Rehabilitation , 1999,
Abstract: In this paper, besides the physical characteristics of the children with this syndrome, and by this research are given more indications for the speech deficiency and the development of the speech of the children with Down syndrome.
DEVELOPMENTAL LEVEL OF THINKING OPERATIONS AT CHILDREN WITH SPEECH IMPAIRMENTS
Silvana FILIPOVA,Ana POPOVSKA,Darinka SHOSTER,Laura GJURCHINOVSKA
Journal of Special Education and Rehabilitation , 2008,
Abstract: Simple accumulation of perceptive data, motor actions, verbal descriptions and intelligence that manages previously mentioned is not due to cognitive processes. “In order to get familiar with the objects, the subject has to act on them, which means transform them. Starting from the elementary sensory-motor actions, until the finest intellectual operations (formal-logic), which are actions yet, but interiorized and exe-cuted in the thoughts, cognition is continuously related to actions and operations, e.g. trans-formations (1).J. Piageot identifies three major levels of intellectual operation development:1. Sensory-motor intelligence – from birth up to the age of 18 months or until the end of the second year of age.2. Representational intelligence level – leading to specific operations. This is a longer deve-lop-men-tal period which lasts from the end of se-cond year up to 11-12 years of age.
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