Story narration as a tool for the assessment of speech and language production of hearing children from deaf parents

Ocenjevanje komunikacijskih spretnosti je pomembno, ker lahko samo na podlagi dobre logopedske diagnostike in nadaljnjega spremljanja otrokovega napredka, načrtujemo čim bolj učinkovito terapijo. Poznamo različne tehnike, ki so nam na voljo pri načrtovanju in izvedbi, in jih kot strokovnjaki moramo znati tudi uporabljati. Med temi je analiza jezikovnih zmožnosti ob pripovedovanju. V Sloveniji nimamo enotnega sistema, po katerem bi logopedi ocenjevali otrokove govorno-jezikovne zmožnosti. Ocenjevanje govorno-jezikovnih zmožnosti je pomembno pri različnih skupinah otrok, v eno takih sodijo tudi slišeči otroci gluhih staršev. Govorno-jezikovni razvoj slišečih otrok, rojenih gluhim staršem, je nekoliko bolj specifičen kot pri ostalih vrstnikih. Gre namreč za razlike v izpostavljenosti govorjenemu na eni oziroma znakovnemu jeziku na drugi strani, v prvih letih otrokovega življenja. Ugotovili smo, da si različni avtorji v raziskavah niso popolnoma enotni glede tega, ali okolje vpliva na razvoj in način komunikacije teh otrok z drugimi slišečimi ali ne. V teoretičnem delu smo najprej predstavili nekaj osnovnejših pojmov z vidika tipičnega govorno-jezikovnega razvoja in težave, ki se pri tem lahko pojavijo. V nadaljevanju se usmerimo predvsem na povezavo med svetovoma gluhih in slišečih, na medsebojno komunikacijo ter interakcije s slišečimi. Poudarek je tudi na nekaterih izkušnjah slišečih oseb, ki jim je znakovni jezik materni jezik, podrobno pa so predstavljene še nekatere posebnosti slišečih otrok gluhih staršev, imenovanih »CODA« ter napotki za delo s tovrstno skupino otrok. Različni avtorji navajajo, da nam pripoved poda pomembne informacije o otrokovem jezikovnem in pragmatičnem znanju. Zato smo preko uporabe standardiziranega Preizkusa za pripovedovanje zgodbe (v nadaljevanju: PPZ): Rokavička in Žabji kralj, analizirali jezikovne zmožnosti otroka. Glede na starost deklice v času preverjanja pripovedovanja obeh pripovedi smo izbrali ustrezno predlogo (PPZ: Žabji kralj) in tako analizirali pragmatične zmožnosti deklice glede na norme v priročniku, ki so določene na podlagi pripovedovanja vrstnikov. Obe pripovedi smo podrobneje analizirali še glede na dodatno zastavljene kriterije, preko katerih lahko logopedi pridobimo informacije o govorno jezikovnem statusu otroka na podlagi pripovedovanja zgodbe s poudarkom na produkciji oziroma izražanju. Cilj analize je predstaviti potek govorno-jezikovnega razvoja slišečega otroka gluhih staršev ter preverjati napredek, do katerega je prišlo v obdobju dveh let. Deklica je v tem času vstopila v šolo, ves čas je imela strokovno podporo (logoped, specialni pedagog), kar se je odražalo tudi pri njenem nastopu in govoru. Ugotovitve so pokazale, da so dekličina močna področja vživljanje v like zgodbe, pokazala je empatijo in podkrepila svoji pripovedi z neverbalnimi znaki. V obeh obdobjih pripovedi se je največ težav pokazalo pri sami strukturi povedi, povedi so bile preproste, prisotna je bila šibka uporaba pomožnih glagolov, manj pravilnemu oz. nepravilnemu oblikovanju in naglaševanju določenih besed. Ugotovili smo, da glede na kriterije iz pripovedi, dekličin obseg besednjaka sodi v povprečje, je pa kvaliteta teh besed drugačna, kot bi pričakovali glede na njeno starost. Sama uporaba besed ni bila vedno ustrezna, občasno so se pojavljale tudi nekatere artikulacijske težave. Deklica pri komunikaciji ločuje med pogovorom s starši, med katerim uporablja pretežno znakovni jezik, in med pogovorom s slišečimi, s katerimi uporablja govor, občasno tudi kretnje znakovnega jezika. Njena neverbalna komunikacija je močno izražena, pogoste so geste, ki nakazujejo določeno vedenje.An efficient therapy can be planned only if based on qualitative speech therapy diagnostics and constant monitoring of child\u27s progress. Therefore, it is of utter importance to evaluate child\u27s communicative skills. There are several techniques available and speech therapy experts are expected to use them effectively. One of the techniques is analysing speech in story narration. In Slovenia, there is no unanimous system according to which speech therapists could evaluate child\u27s speech and language development. Evaluating speech and language skills is important for different groups of children, one of them being hearing children of deaf parents, known as CODA. Speech and language development of hearing children born to deaf parents is somewhat more specific than that of their peers. The difference is due to exposure to both oral and sign language in early childhood. It has been established that different authors are not completely unanimous whether development and type of communication of CODA in comparison to other children is affected by their environment or not. In the theoretical part, the paper presents some basic concepts typical for speech and language development and difficulties that might occur. Next, the paper focuses predominantly on the connection between the worlds of the deaf and the hearing, the communication and interaction of the deaf with the hearing. The emphasis is on some experience of the hearing, whose mother tongue is sign language. Furthermore, there are detailed presentations of some peculiarities of CODA and guidance for working with them. Different authors claim that narration offers important information about child\u27s linguistic and pragmatic knowledge. Therefore, a standardised test for narration of the stories The Mitten and The Frog King was used to analyse child\u27s language skills. According to the girl\u27s age at the time of the testing a suitable material was chosen. Thus, pragmatic skills of the girl were analysed according to the standards in the manual, which are based on the narration of the peers. In continuation, narration of both stories were analysed according to additionally set criteria. These criteria serve as a useful tool for speech therapists when gaining information about child\u27s speech and language status based on story narration, focused on speech production and expression. The aim of analysis was to present the course of speech and language development of a hearing child raised by deaf parents and to monitor progress that occured in the period of two years. During these two years, the girl entered primary school and received profession support (speech therapist, defectologist) which resulted in her self-esteem and speech. Research showed that the girl\u27s strong area is empathising with the characters of the story. She showed empathy and supported her narration of both stories with non-verbal communication. She experienced the most difficulties with the structure of sentences, such as weak use of auxiliary verbs and somewhat incorrect word formation and accentuation of some words. According to the criteria, the girl\u27s range of vocabulary is average, however, the quality of these words is different than expected at her age. The use of words was sometimes inadequate and there were occasional difficulties in articulation. When communicating, the girl differentiates between talking to their parents, by using mainly sign language and talking to the hearing, by using speech and occasionally some gestures of sign language. Her non-verbal communication is strongly expressed and gestures indicating certain behaviour are frequently used