- •Т.Н. Тарасова, сл. Савина, и.Ю. Барышникова
- •Unit 1. Language and Behavior Text 1 The Nature of Language and Symbolic Behavior
- •Part 1
- •Unit 2. Special Education
- •Text 1Special Schools
- •Unit 3. Integration as a principle of special education Text 1 The programme of intervention
- •Text 1
- •Text 2 Speech and Language Disorders (concrete case) Part I. Lisa
- •Language development and the Home
- •Unit 6. Speech impairments: types and treatment
- •Text 1 Types of speech impairments Part 1. Voice problems
- •Text 2
- •Новые направления в коррекции минимальных дизартрических расстройств
- •Text 3 Мир без слов
- •Unit 8. Voice problems
- •Text 1Singing: a vocal mirage
- •Unit 9. Auditory-Oral Education
- •Text 1 Auditory-Oral Schools
- •Text 2
- •Организация индивидуальных занятий по развитию речевого слуха в начальных классах школы слабослышащих детей
- •Unit 10. Stuttering
- •Text 1 Parti. What stuttering is
- •Text 2 Кто чаще заикается?
- •Unit 11. RhinolaliaTask 1
- •Cleft palate
- •Text 2
- •Исследование нарушения осознания грамматических категорий слоев при афазии
- •Text 2
- •Иппотерапия - ведущий реабилитационный метод для детей с ограниченными возможностями
- •129226, Москва, 2-й Сельскохозяйственный пр., 4.
Read
and translate the text.
Text
1.
A
cleft palate occurs when tissues which should have grown in
towardseach
other to form the roof of the mouth fail to do so. Sometimes this
occurstogether
with a split in the upper lip, often referred to as a "hare
lip". Theseconditions
have a large genetic component and may run in families. They
mayoccur
in conjunction with other defects such as a visual impairment. The
palateand
lip tissues are normally joined by the third month of pregnancy, but
in ap-proximately
1
per
1000
births
this fusion has not occurred, although the precisebreakdown
in the mechanisms involved is unclear. A child needs a whole
pal-ate
and lips in order to have a normal appearance, to eat properly, and
to speak.Surgical
corrections are usually performed within the first year of life.
Depending
on the severity of the cleft and the success of any repairs
at-tempted,
the child may. have some difficulty in articulating speech sounds
in-volving
the lips and palate. Children born with a cleft palate are often
unable tobreathe
properly through the mouth and it may take a long time to regulate
cor-rect
patterns of airflow essential for speech. If air is lost through the
nose,many
sounds, such as the fricative "f'
or
"s", will lose their clarity and be pro-nounced
nasally. In fact, other kinds of palatal problems can produce
similareffects
on speech. If there is a weakness in muscular control of the soft
palate,the
child may have difficulty in producing some of the sound contrasts
andhave
a very nasal voice quality. Other children are quick to seize upon
any dif-ference
in appearance or voice such physical abnormalities cause and there
arealmost
always additional psychological consequences.
Children
with cleft palate may show delays in other areas of language,,:such
as using and understanding vocabulary and complex syntax. The
mostlikely
explanation for this lies in the very high risk cleft palate brings
of fluctu-ating
hearing loss. Cleft palate children tend to suffer a lot of colds'
and flu be-cause
mouth breathing promotes infection. In cleft palate children,
because ofthe
weakness in the palate muscles which operate the eustachian tube,
the mid-dle
ear may be poorly ventilated. Because of these factors conductive
hearingloss
affects up to 90
per
cent of children with cleft palate. It is realistic to con-sider
any child with a physical abnormality of the ear, nose or throat, as
beingat
risk of middle ear disease and fluctuating hearing loss. What this
means isthat
such children are likely to show the wide range of speech and
languagedifficulties
which are commonly associated with a mild hearing loss.
Alec
Webster, Christine
McConnell(from
"Special needs in ordinary schools-Children
with Speech and Language
Difficul-ties".
London, 1987).
56Unit 11. RhinolaliaTask 1
Cleft palate
Task
2.
Comprehension
questions to the text:
When
does a cleft palate occur?
What
kind of speech problems are associated with cleft palate?
What
kinds of delays do children with cleft palate demonstrate in the
language?
Text
2
Task
1.
Read
and translate the text in written form.
Pathomorphology
of
cleft palate and
cleft
lip
CONGENITAL
CLEFT LIP and cleft palate produce the most profound of speech
disturbances. The disconfiguration of so many speech structures is
reflected in serious alterations of the processes of articulation
and resonation. Indirectly, it also modifies unfavorably the
functions of phonation and respiration. Its adverse effects
upon audition, together with the deformities of the face which so
often accompany this oro-naso-pharyngeal teratism, impose further
penalties and limits upon speech behavior. Being present before
birth and in varying degrees during the period in which speech is
learned, this condition is a deterrent to the acquisition of
speech-production skills.
Circumstances
dictate that the relationship between the speech clinician and the
child with the cleft palate seldom begins until the child is
learning to talk, and often much later. Rarely, therefore, does the
speech clinician have an opportunity to see the child before
reconstructive surgery is done or prosthetic service is provided.
The many effects of this aberrancy of structure upon the speech
processes can be appreciated only when the original condition is
understood.
Cleft
lip and cleft palate are deformities of tissue disposition,
specifically °f disjunction and inadequacy (occasionally
overdevelopment) of the tissues of the lip, nose, jaw, hard palate,
Velum, pharynx, and cranial base. The varieties °f cleft lip and
palate may be grouped into four general categories based upon
embryological, anatomical, and physiological considerations: (1)
those
involv- lng
the lip alone; (2)
those
involving the lip, palate, and velum; (3)
those
in which .the palate and velum only are affected; and (4)
those
in which the palate ls
congenitally insufficient.
Herbert
Koepp-Baker, Ph.D.
(from "Speech Pathology", 1960.)
Task
2.
Give
a annotation to the text (approximately 50
words).
57
Text3 Task
3.
Render
the text in English.
Одним
из основных функциональных нарушений
при врожденных несращениях нёба является
расстройство звукопроизношения. Речь
таких детей развивается позже, чем в
норме. Она искажена, недоступна
пониманию. Нарушение ее может вести
к задержке умственного и психического
развития, формированию социальной
неполноценности, а также
к ряду
психических заболеваний.
В
связи с этим логопедическая позиция
должна быть однозначна: ликвидация
несращения в наиболее возможно ранние
сроки. Чем раньше проведена эффективная
хирургическая реабилитация (восстановление
функции мягкого и ликвидация дефекта
твердого нёба), тем раньше и
быстрее
восстанавливается речь.
Содержанием
послеоперационного логопедического
обучения являются дыхательная
гимнастика, упражнения, направленные
на усиление нёбно-глоточного смыкания,
постановка сбалансированного резонанса,
выработка навыка правильного
голосоведения, расширение диапазона
голоса, увеличение его силы.' Все это
в комплексе с другими мероприятиями
(в первую очередь - ортодонтическим
лечением) направлено на исправление
фонетической стороны речи. В первый же
день после снятия швов проводятся
логопедические занятия с целью
приспособления старых навыков к
новым, анатомически верным функциональным
условиям в полости рта. Это упражнения
для активизации вновь сформированной
нёбной занавески, развития речевого
дыхания, артикуляционного аппарата,
фонематического слуха, постановки
звуков, автоматизации звуков
в слогах,
словах, речи.
В
послеоперационный период из-за
длительного молчания и охранительного
торможения речь больных ухудшается.
Мягкое нёбо малоподвижно, назальный
оттенок речи усиливается, поэтому
основной задачей становится выработка
полноценного нёбно-глоточного смыкания.
,
Развитие
фонематического слуха в послеоперационном
периоде направлено на дифференциацию
звукопроизношения. Ребенок должен
уметь слышать, правильно ли он произнес
тот или иной звук.
Начинали занятие
с анализа артикуляции звуков и новых
навыков речевого
дыхания при
правильном произношении звука.
После
того как ребенок научился правильно
произносить новые звуки в словах и
предложениях, начинали автоматизацию
звуков в спонтанной речи. Параллельно
закрепляли и дифференцировали фонемы
в стихах, поговорках, скороговорках.
Таким
образом, результаты логопедического
обучения детей
с
врожденными несращениями нёба во
многом определяются
своевременно оказанной
хирургической помощью и ортодонтической
коррекцией Де"
формаций верхней челюсти. Эффективность
логопедического
обучения
ii
оперативного
вмешательства, что и опре-и
условия ее проведения.
Принципы
логопедического обученияпри
раннем хирургическом восстановле-нии
нёба. Под ред. Л.В.Харькова,А.И.Дубининой,
Л.Н.Яковенко, С.А.Нос-ко.
Украинский центр по лечению детей
сврожденными
и приобретеннымизаболеваниями
челюстно-лицевой облас-ти,
Киев.
прямо
зависит от сроков и вида деляет
логопедическую тактику
Task
4.
Speak
on the problem of Rhinolalia. Revise the Texts and make up your
theses on the problem in English.
Unit
12.
Dyslexia Task
1.
Read
and translate text 1. Task
2.
Put
5
questions
of different types to the text. Text
1 Different
type of learning at dyslexia
The
existence of dyslexia as a developmental disability in children is
still very controversial in the literature.
Unlike adult alexia, which is the result of an identifiable cerebral
lesion, children labeled dyslexic rarely exhibit evidence of
neurological damage; rather, they exhibit only a cluster of symptoms
or soft signs indicating dysfunction. Often the same child will be
labeled variously as dyslexic, learning disabled, language
disordered, or a poor reader, depending upon who is evaluating the
child and that person's theoretical orientation toward either a
medical, educational, communication, or information processing
model.
If
we assume for the purpose of argument that dyslexia does exist
devel- opmentally in children, it must be remembered that the vast
majority of these children have difficulty with language expression,
language comprehension through the auditory modality, reading
comprehension, writing language, and word recognition. Thus, working
primarily on one component or cueing system, such as the
graphophonemic relationship (i.e., phonics, auditory discrimination
training, phoneme segmentation), does not address the range of
language needs exhibited by these children. It also isolates
one cueing system, such as letter-sound correspondence, from the
other cueing systems, including the meaning of the passage,
understanding of word order, mean ingful relationships of words
within and across sentences, the canonical structure of words,
background knowledge related to the topic, and visual word
configurations that all work simultaneously in normal reading to
facilitate meaningful and fluent reading."
If a
child does have specific difficulty with the granhophonemic
level of
language processing, an isolated approach to intervention removes
most
of the
useful cues and limits the child's ability to compensate through
alternatives. It
may not help the child use the graphophonemic cues in integration
with the other systems; generalization to
a
more complex context is often difficult.
If the
difficulty is not specific to the graphophonemic level, an isolated
approach does
not provide any remediation for other language processing deficits
and the child will continue to be unable to deal with the complex
sentence and discourse-level language skills required for
fluent reading and
comprehension, even
if words are correctly decoded. Either way, a more holistic and
integrated approach
is suggested.
60
Task
3.
Finish
the following sentences using the words from the text.
Dyslexia
as a developmental disability in children differs from adult alexia
because...
Children
labeled dyslexia rarely exhibit evidence as...
Often
the same child is labeled as dyslexic depending upon...
We
must remember that the vast majority of children have difficulties
with...
These
children do not exhibit the range of language needs because...
There
are different cueing systems which...
If
the child does have specific difficulties he wile...
A
more complex context is required if...
The
child will 'continue to be unable to deal with complex sentences
if...
Either
way is suggested if...
Task
4.
Discuss
in your group the problem of dyslexia as a developmental disability
of a child and the ways of raising his graphophonemic level.
Text
2
Task
5.
Read
the text and retell it.
A
10-year-old with learning disabilities
On
meeting Sam, many people could not believe he was having difficulty
in school. His geniality and streetwise manner suggested a maturity
well beyond his 10
years.
Strangers were often dazzled by this toothy grin and quick wit.
Despite
Sam's verbal resourcefulness and creativity, he lacked even the most
rudimentary academic skills. His mastery of math facts, spelling
words, or
literal information within a written passage was spotty at best. On
Monday he might learn a new reading word, but on the following day
he would insist he had never seen it.
In
the classroom Sam drove his teachers to distraction. He was almost
always bewildered by assignments. He frequently asked other students
what he Was
supposed to do and was usually slow at starting a new task or was
unable to
do it at all. He seemed to be everywhere at once. He couldn't sit
still or keep his hands off others. As a result, many of Sam's
teachers let him spend a conquerable portion of the day playing
in the back of the room.
Even
though he professed hatred for school, Sam rarely missed a day. e
was
usually there when the first teachers began to arrive in the morning
and Was
generally one of the last to leave at the end of the day. Before and
after School
Sam was a teacher's delight. He was courteous, entertaining, and
help-
6i
fill.
Once the opening bell rang, however, he often became bossy,
stubborn,and
irritable.
By
Mary R.Moran (from "ExeptionalChildren
in today's schools" by Ed.L.Meyen,University
of Kansas, Denver, 1990)
Task
6.
If
you were Sam's teacher how could you help him stay on task? Prove
your position. What kind of academic and social experience should
Sam receive?
Task
7.
Give
the definition of dyslexia. Text3
Task
8.
Translate
the text into English in written form. Дислексия
Дислексия
- это частичное отсутствие навыков
чтения, связанное с поражением или
недоразвитием некоторых участков коры
головного мозга. Выражается в
замедленном, угадывающем характере
процесса чтения. При этом ребенок, либо
совсем не может научиться читать, либо
читает с большими дефектами, искаженно,
теряя буквы, путая их порядок, не
улавливает смысла прочитанного и т.п.
Дислексия - очень распространенное
заболевание. По оценкам специалистов,
в Америке от дислексии страдают около
10 млн. человек.
Недавно
ученые выяснили, что явления, наблюдаемые
при дислексии, могут быть связаны с
нарушениями в мозжечке. Они установили,
что во время выполнения последовательных
движений пальцев мозговая активность
в области мозжечка у людей, страдающих
дислексией, составляет около 10
процентов от активности, наблюдаемой
у здоровых людей.
Дислексия
встречается у мальчиков в 3-4 раза чаще,
чем у девочек.
Дислексиками
были знаменитый дипломат эпохи
французской революции и Наполеона
Талейран; знаменитый архитектор сэр
Ричард Роджерс - создатель центра
Помпиду в Париже. А также Х.-К.Андерсен,
А.Эйнштейн, Т.Эдисон, У.Черчилль, Сергий
Радонежский, О.Роден и другие.
Дислексией
страдают в той или иной мере около 10
процентов населения Земли. В последние
годы ученые стали склоняться к мысли,
что природа болезни генетическая.
ii
Text
4
Task
9.
Read
the text and discuss in English the paradoxes and mysteries of
dyslexia.
Студент,
не умеющий читать и писать
В
древних стенах Кембриджа появился
необычный студент. Первокурснику
Александеру Фэлуди 15 лет. Это самый
молодой студент
прославленной
«альма-матер» за последние
2
века. Столь же юный школяр переступал
порог Кембриджа аж в 1773 году - и это был
Уильям Питг- младший,
будущий премьер-министр Великобритании.
Но
вовсе не возраст заставил говорить о
Фэлуди всю страну. Дело в том, что
Александер, поступивший одновременно
на отделения теологии и истории искусств,
практически не умеет ни читать, ни
писать. У вундеркинда, коэффициент
интеллекта которого значительно выше
среднего, особый
вид умственного расстройства —
дислексия. Пораженные ею люди едва
воспринимают написанный текст, и для
некоторых грамота так и остается
тайной за семью печатями.
Страдающие
дислексией с трудом постигают азы
арифметики. Им трудно застегивать
пуговицы, различать время по часам.
Ранимые и застенчивые по натуре, они
тяжело переживают свою непохожесть и
весьма страдают от комплекса
неполноценности.
В
прежние времена таких людей автоматически
зачисляли в категорию «умственно
отсталых». Но как показывает опыт,
природа, словно стремясь загладить
свою вину, часто наделяет их редкими
талантами. Александеру повезло - его
родители постоянно занимались с сыном.
Когда
малышу было всего 3 года, обнаружилось,
что он способен слово в слово воспроизвести
детскую телепрограмму, которую только
что посмотрел. В 9 лет мальчик стал самым
юным британцем, сдавшим экзамены
средней школы по литературе, а в 11 -
экзамены школы высшей ступени по тому
же предмету. И это при том, что Александер
пишет со скоростью 2 слова в минуту! -
Александер
Фэлуди - не единственный пример
парадоксального сочетания необычных
расстройств психики и блестящих
талантов. По словам ученых, различными
формами дислексии страдали, например,
Ганс Христиан Андерсен и Томас Эдисон.
А Эйнштейн, как известно, в школе слыл
закоренелым троечником. Среди наших
современников, страдающих дислексией
и добившихся завидного успеха в жизни,
можно назвать сэра Э.Ротшильда, главу
знаменитого британского банкирского
Дома.
Unit
13.
Aphasia Task
1.
Read
and translate the following text. The
problem of aphasia in children
There
is agreement that the term
aphasia
should be limited to language disorders which derive from organic
impairments. Language disturbances caused by deafness, blindness, or
by various psychological disorders should not be referred to as
aphasias. There is good agreement in that aphasia is traditionally
and typically viewed as a language disorder which results from
damage to the brain. Conditions such as dysarthria are not included
under aphasia because such conditions, although neurological in
nature, are not true symbolic disorders. The term
aphasia
is further defined as meaning that an impairment in the use of
language symbols has been incurred. In children it is highly
desirable to distinguish between the aphasias and the dyslexias.
Aphasia becomes apparent in the child long before the problem of
dyslexia. The characteristic age for encountering the problem
of aphasia in children is between two and four years, while
dyslexias do not become apparent until some time after six years of
age. Although the term
aphasia
is sometimes used with adults to mean a disturbance of either
auditory or visual symbolic functioning, this use of the term does
not serve the purpose of classification in children in a desired
manner. Thus, in the area of language pathology in young children it
seems necessary to differentiate between aphasia and dyslexia.
The term aphasia as used here
includes
all degrees of disturbance of use of the verbal symbol.
Recognition is made of the fact that the term
dysphasia
is becoming more widely used and perhaps is the term which will be
used extensively in the future because it emphasizes that,
while a symbolic disorder is present, a complete loss of symbolic
functioning has not occurred.
There
has been rather wide confusion relative to the area of aphasia in
children. Much of this confusion is due to semantic difficulties.
For example, some adhere to a literal definition of the term
aphasia,
which is "the loss of speech." This literal definition of
the word
aphasia
perhaps is inaccurate and inappropriate as far as any language or
symbolic disorder is concerned, whether it be in children or adults,
because aphasia is not a speech disorder as such. Rather, it is an
impairment or inability to relate a language symbol to experience.
There are aphasics, both children and adults, who have no speech
impairment but who have marked disorders in ability to function
symbolically from the point of view of language usage. This has been
recognized over a pe* riod of approximately 125
years
and the term
aphasia
now has taken on the meaning of symbolic disturbance; or more
broadly, a problem in language functioning. A certain confusion
persists because some authorities continue to think of aphasia as a
"loss of speech" and imply that, if an individual has not
acquired speech, he has no speech that he can lose and thus cannot
be correctly or appropriately referred to as an aphasic. This
problem of terminology has been present in various other areas, such
as in the area of deafness. In such areas clarifying terms
usually have been used with the basic term for classified