Sociopragmatične spretnosti in govorna razumljivost otrok s polževim vsadkom

Mišica, Blaž (author), Kogovšek, Damjana (mentor), Novšak Brce, Jerneja (co-mentor)

Polžev vsadek je individualni slušni pripomoček in je elektronska naprava, s pomočjo katere gluhe osebe tako zaznajo kot prepoznajo oz. slišijo zvok iz okolice. Kljub zgodnji implantaciji polževega vsadka pa se lahko pojavijo odstopanja pri razvoju govora, jezika in komunikacijskih zmožnosti. Komunikacija omogoča posamezniku izmenjavo informacij in vključenost v družbo, kjer sta ključna elementa tudi dobra govorna razumljivost in razvite sociopragmatične spretnosti. V teoretičnih izhodiščih magistrskega dela smo opredelili področje izgube sluha oz. definirali gluhoto in naglušnost, polžev vsadek ter opredelili vlogo staršev, vzgojiteljev in surdopedagogov v komunikaciji z otroki. Podrobneje so predstavljene sociopragmatične spretnosti ter govorna razumljivost otrok s polževim vsadkom. Cilj raziskave v okviru empiričnega dela magistrskega dela je bil ugotoviti stopnjo razvitosti sociopragmatičnih spretnosti in stopnjo govorne razumljivosti gluhih otrok s polževim vsadkom glede na različne komunikacijske partnerje: vzgojitelje, surdopedagoge in starše, ter glede na slušno starost. Za namen naše raziskave je bilo v vzorec vključenih 25 gluhih otrok s polževim vsadkom (7 deklic, 18 dečkov) v starosti od 20 mesecev do 6 let in 10 mesecev. Starši, vzgojitelji in surdopedagogi so za posameznega otroka izpolnili: lestvico razumljivosti govora v vsakdanjem življenju, ocenjevalno lestvico za sociopragmatične spretnosti in vprašalnik o splošnih podatkih o otroku in njegovem slušnem statusu. Z raziskavo smo ugotovili, da pri ocenjevanju sociopragmatičnih spretnosti obstajajo razlike med ocenami ocenjevalcev (staršev, vzgojiteljev in surdopedagogov), vendar so statistično pomembne razlike med ocenami ocenjevalcev le pri ocenjevanju spretnosti asertivnosti. Pri ocenjevanju spretnosti responzivnosti pa med ocenami ocenjevalcev ni statistično pomembnih razlik. Tudi pri ocenjevanju govorne razumljivosti ni razlik med ocenami ocenjevalcev. Raziskava je pokazala, da obstaja statistično pomembna povezava med slušno starostjo otroka in razvitostjo sociopragmatičnih spretnosti oz. stopnjo govorne razumljivosti.

• Language: Slovenian
• Keywords: sociopragmatične spretnosti
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-112904
• COBISS.SI-ID: 12686665
• Publication date in RUL: 04.12.2019

Secondary language

• Language: English
• Title: Sociopragmatic skills and speech intelligibility of children with cochlear implant

Abstract

The cochlear implant is an individual hearing aid and is an electronic device by which deaf people can perceive as recognize or hear sound from environment. Despite the early implantation of a cochlear implant, variations in speech, language and communication skills may occur. Communication enables an individual to share information and be involved in society, where key elements are good speech intelligibility and well developed socio-pragmatic skills. In the theoretical part of master's thesis, we described area of hearing loss or defined deafness and hearing loss, cochlear implant and the role of parents, educators and speech-language therapists in communicating with children. The socio-pragmatic skills and the level of speech intelligibility of children with a cochlear implant are presented in greater details. The aim of the research in the empirical part of master's thesis was to determine the level of the development of socio-pragmatic skills and the level of speech intelligibility in deaf children with a cochlear implant in relation to different communication partners like educators, speech-language therapists and parents, and with regard to a child's hearing age. For the purpose of research, 25 deaf children with a cochlear implant (7 girls and 18 boys) aged from 20 months to 6 years and 10 months were included in the sample. Parents, educators, and speech-language therapists filled in the form for each child which included the scale speech intelligibility in context, the rating scale for socio-pragmatic skills, and a questionnaire which included general information about a child and his or her auditory status. In this research, we found out that there is difference in evaluation of socio-pragmatic skills between assessors (parents, educators, and speech-language pathologists), but statistically significant differences between assessors are only in assessing assertiveness. In assessing responsiveness, there are no statistically significant differences between the assessors. Even when assessing speech intelligibility, there are no differences between the assessor's ratings. The research showed that there is a statistically significant correlation between the hearing age of a child and his or her development of socio-pragmatic skills or degree of speech intelligibility.

• Keywords: socio-pragmatic skills