Phonomimic method impact on speech intelligibility of children with mental disabilities

Motnja v duševnem razvoju je stanje, za katero je značilna oviranost posameznika na vseh področjih njegovega razvoja in delovanja. Med drugim vpliva tudi na področje govora in jezika, odvisno od stopnje motnje v duševnem razvoju. Na vključevanje v družbo pomembno vplivajo govorno-jezikovni primanjkljaji, saj je uspešnost komunikacije z bližnjimi ter predvsem neznanimi ljudmi otežena. Za napredek oseb z motnjo v duševnem razvoju je potrebno dolgotrajno utrjevanje posameznih spretnosti in znanj ter multisenzoren pristop. Tega se poslužuje tudi fonomimična metoda, ki smo jo uporabili v empiričnem delu magistrskega dela. V empiričnem delu želimo raziskati, ali logopedski trening s fonomimično metodo pripomore k izboljšanju stopnje govorne razumljivosti otrok z motnjo v duševnem razvoju. V raziskavo smo namreč vključili dečka, ki ima diagnosticirano zmerno motnjo v duševnem razvoju, zmerno govorno-jezikovno motnjo ter Downov sindrom, in deklico, ki ima lažjo motnjo v duševnem razvoju in lažjo izgubo sluha. Oba sta bila v šolskem letu 2017/2018 vključena v četrti razred prilagojenega programa z nižjim izobrazbenim standardom. Že omenjeni logopedski trening smo izvajali dvakrat tedensko od decembra 2017 do marca 2018. Starši in razredničarka so pred treningom in po njem ocenili področje govorne razumljivosti, obenem pa smo z obema otrokoma dvakrat ocenili tudi področje artikulacije, in sicer pred treningom in po njem. Rezultate smo nato med seboj primerjali. Z raziskavo smo ugotovili, da je pri obeh otrocih po logopedskem treningu s fonomimično metodo prišlo do napredka v stopnji govorne razumljivosti in pa tudi na področju artikulacije posameznih glasov ter besed. Deček je najbolj napredoval pri pravilni artikulaciji sičnikov, šumnikov in nezvočnikov, deklica pa pri sičnikih ter šumnikihposledično pa oba tudi pri izreki besed, ki te glasove vsebujejo. Torej lahko zaključimo, da ima logopedski trening s fonomimično metodo pri obeh pozitiven vpliv na izgovorjavo glasov in besed ter hkrati tudi na njuno govorno razumljivost.Mental disability is a condition, characterised by impairments in all areas of a persons development and function. The affects on one\u27s speech and language abilities depend on the level of mental disability. Speech and language disabilities have a strong impact on one\u27s social integration due to diminished ability to communicate with others. People suffering from mental disorders will benefit from long-term training with multisenzor approach enabling them in acquiring new knowledge and skills. Phonomimic method used in the empirical part of this study is one of such training methods. Empirical part of this master thesis evaluates the impact of logopedic training with phonomimic method on speech intelligibility in children diagnosed with mental disability. In our survey we included a boy diagnosed with a moderate mental diability, moderate speech and language disorder and Down Syndrome, and a girl, diagnosed with a mild mental disability and a mild hearing loss. In year 2017/2018 both of them attended 4th grade of special school. They participated in the above mentioned logopedic training with phonomimic method twice a week from December/2017 to March/2018. This master thesis evaluates the results of assesed articulation and the results of evaluation of speech intelligibility of these children by their parents and their teacher. Research has shown improvement of speech intelligibility in both children after logopedic training with phonomimic method. They also improved in the area of correct articulation of individual sounds and words. The boy made the most progress in articulation of alveolar and postalveolar fricatives and also plosives, the girl in articulation of alveolar and postalveolar fricatives. Both of them also refined articulation of words, which include those sounds. In conclusion, logopedic training with phonomimic method had a positive impact on articulation of individual sounds and words and also on speech intelligibility in both children