The functioning of pupils with speech disorders at primary school
Roman Starz
Uniwersytet Jana Kochanowskiego w KielcachGrażyna Nowak-Starz
Uniwersytet Jana Kochanowskiego w KielcachAbstract
Speech disorders influence not only the child’s psychological and social adaptation but also
their school learning maladjustment. The goal of the presented research was to establish
the connection between the mental development level, school results and social activity at school of children with speech disorders. The study was carried out in the school year
2017/2018 and scrutinised 1043 11-year-old children, 4th year elementary school students
both in the urban (636; 61.0%) and rural environments (407; 39.0%). In the analysed group
931 (89.3%) children did not have speech disorders and 112 (10.7%) did. The material
was processed statistically. It was determined based on the results of Raven’s Progressive
Matrices Test that mental development proceeds similarly in schoolchildren with speech
disorders and schoolchildren without such disorders. It was confirmed that students with
speech disorders, having trouble with communication, achieve lower results in learning
than their peers. Far greater differences between students with disorders and without
disorders were observed in grades in Polish rather than Mathematics. Schoolchildren
with disorders and without disorders also differed in terms of school adaptation. Results
obtained on the basis of A Student’s Behaviour Sheet by Barbara Markowska allow one
to propose a conclusion that schoolchildren with speech disorders are timid, depressed,
isolate themselves from their peers, lack self-confidence and easily give up an activity when
faced with difficulties. Thus, they exhibit lower motivation to study, a lower socialisation
level and considerable inhibition in social contacts.
Keywords:
student, speech disorders, mental development, acceptance, adaptationReferences
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Uniwersytet Jana Kochanowskiego w Kielcach
Uniwersytet Jana Kochanowskiego w Kielcach
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