The following MA written work is about the cooperation between the parents and the specialists (the working staff of the educational institution), educating the students of the age from 12 till 21 years old with complex disability. The students with the complex disability are known as the students with many intellectual, hearing, visual, body and position, speech and communication disorders. During the educational process of the students with complex disability, of the age from 12 to 21 years old, many difficulties are coming up. They are: the difficulty to estimate the level of their perception, the difficulty to adapt the programs, the difficulty to fix the impact of the program on the child’s development. The fist step educating these students is to realize their physical and intellectual abilities, their state of health and the needs of their family. The working staff of the educational institution and the parents of the students with complex disability creating and putting into practice in their everyday life an education plan, come to realize that working together in a team is an effective way to achieve the goals set in the education plan. The parents need to be motivated to become active participants, to be open to explain what kind of assistance they expect, what kind of help they need. Here are the conclusions made according to the results of the research: § It became clear, that the specialists are cooperating with the parents of the students with complex... [to full text]

Neformaliojo muzikinio ugdymo poreikiui patenkinti ir jo tikslų įgyvendinimui užtikrinti svarbu ne tik galimybė pasirinkti interesus atitinkančią ugdymo įstaigą ar mokymo programą, bet ir sudaryti sąlygas vaikui džiaugtis pasirinkta muzikine neformalia veikla. Deja, neretai susiduriama su sėkmingai vaiko neformaliai muzikinei veiklai trukdančia motyvacijos šiai veiklai stokos problema. Kadangi vaiko motyvaciją lemia ne vienas veiksnys, susijęs su visa vaiko aplinka, pedagogui ypatingai svarbu į neformaliojo muzikinio ugdymo procesą įtraukti ir mokinių tėvus bei su jais bendradarbiauti. Todėl darbe nagrinėjamos pedagogų ir tėvų bendradarbiavimo galimybės įtakoti vaiko neformalios muzikinės veiklos motyvacijai poveikį darančius veiksnius. / In order to meet the need for musical education and to ensure achievement of it’s goals it is important not only to have a possibility to select an educational institution or an educational program meeting personal interests, but also to create conditions for a child to enjoy the informal musical activity selected. Unfortunately, very often the problem is encountered related to the lack of motivation in a child for informal musical activity and preventing him from successfully involving into such activity. Since motivation of the child is predetermined by several factors related to his whole environment, it is particularly important for a pedagogue to also involve children’s parents into the process of informal musical education as well as to cooperate with the latter. Therefore, the paper analyses possibilities of cooperation between pedagogues and parents in influencing the factors affecting the child’s motivation for informal musical activity: personal characteristic features of the child, family, pedagogue’s personality and competences, contemporaries.

Šiame darbe nagrinėjami daugiakalbių vaikų kalbos sutrikimų atpažinimo ir pagalbos teikimo metodai. Tyrimo tikslas – išnagrinėti daugiakalbių vaikų kalbos sutrikimus, jų atpažinimo metodus ir parengti logopedinės pagalbos modelį. Atliktas kokybinis tyrimas, iš dalies struktūruoto interviu forma apklausiant daugiakalbių vaikų, turinčių kalbos sutrikimų, tėvus. Interviu metu gauti duomenys išanalizuoti ir jais remiantis sudarytas pasirinkto atvejo logopedinės pagalbos modelis. Pirmajame skyriuje nagrinėjami tipinės daugiakalbių vaikų kalbos raidos ypatumai, aptariamos svarbiausios šios srities sąvokos, daugiakalbystės reiškinio įvairialypiškumas. Darbe analizuojama tipinė daugiakalbių vaikų kalbos raida, gimtosios, antrosios ir užsienio kalbos įsisavinimas, analizuojami dvikalbių/daugiakalbių vaikų kalbos sutrikimai, lyginant juos su vienakalbių vaikų kalbos sutrikimais, atskleidžiama tėvų pagalbos reikšmė ugdant daugiakalbį vaiką. Remiantis psicholingvistiniais tyrimais, teigiama, kad daugiakalbystė yra vienas iš svarbiausių veiksnių, veikiančių vaiko kalbos raidą ir plečiančių jo pasaulio sampratą (Hoff, 2002). Antrajame skyriuje aptariami daugiakalbių ir dvikalbių vaikų kalbos sutrikimų įveikimo modeliai, įvardijami, teikiant lgopedinę pagalbą, kylantys sunkumai, pažymima specialistų ir tėvų bendradarbiavimo būtinybė, logopedų profesinio bendradarbiavimo, ugdymo įstaigų, teikiančių pagalbą dvikalbiams vaikams, turintiems kalbos sutrikimų, reikšmingumas. Daugiakalbystės ir... [toliau žr. visą tekstą] / The objective of this master thesis is to examine language disorders in speech-impaired children from multilingual families, and to contribute to the development of intervention methods to improve the language and speech development of these children. The main reason for bilingualism and multilingualism in children and families today is migration and living in new socio-cultural environment. Hypothesis: speech therapist, recognizes multilingual children’s language disorders and focuses using the appropriate methods of assistance, in collaboration with parents and speech therapist’s professionals, not only helping the child to overcome language problems, but also enhancing his communication skills. The work is based on partially structured interviews with eight parents of multilingual children with speech and language disorders using Skype program. Information obtained from these interviews were analyzed and used to develop a language and speech improvement model. The most important empirical conclusions that were drawn are:  The characteristics of speech disorders in bilingual and multilingual children do not differ from speech disorders occurring in monolingual children. However, the speech disorders of bilingual and multilingual children may be more pronounced and more complex than those of monolingual children. Therefore, the treatment of speech disorders of bilingual and multilingual children may be more difficult, more complex, and more time-consuming than the treatment... [to full text]