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Although developmental language disorder (DLD) is one of the most common neurodevelopmental disorders, it is often burdened by misconceptions since the general public are unaware of the features of this disorder. Insufficient levels of public awareness and knowledge about DLD highlight the need to adopt appropriate public awareness activities. The aim of this study was to investigate the potential misconceptions associated with the aetiology and recovery of people with DLD in three neighbouring countries - Croatia, Italy, and Slovenia. Additionally, we explored effective ways to promote the spread of accurate information among the public in order to minimise or eliminate false ideas about DLD. To address these specific aims, a public survey was conducted. It was completed by 287 respondents (ages 18 to 60+) with different educational backgrounds (primary and secondary or higher). The results show that the general public in all three countries are misinformed about DLD and hold strong opinions that it is a temporary condition that occurs in childhood, probably as a result of other developmental conditions, and that it will pass either spontaneously or with hard work and proper education. Moreover, the optimal way to increase awareness about DLD was dependent on the age and level of education of the person. Therefore, promoters (ideally researchers and clinicians) must apply specific activities when they target specific groups of people, or use different forms of dissemination activities to reach the broader public, regardless of age and education. The findings reveal a significant lack of knowledge about DLD among the general public and highlight the need for continued awareness campaigns that can target specific groups of people.

This anthology is addressed to anyone searching for examples of individually tailored inclusive practices in the community of the class, with a critical view of their successes, shortcomings and obstacles. The book is divided into three parts: Part One contains articles that outline important aspects of the research cooperation. Part Two presents individual summaries of findings from each of the seven studies. Part Three consists of the joint comparative research report. This is the third and final anthology related to the international comparative research cooperation project WB 04/06: Development towards the Inclusive School: Practices – Research – Capacity Building.

V zadnjem času se vse več raziskovalcev posveča nadarjenim otrokom s primanjkljaji na različnih področjih oz. s tistimi, ki imajo posebne vzgojno izobraževalne potrebe. Za te otroke se v tuji literaturi uporabljajo izrazi kot npr.: "twice exceptional, double exceptional, uniquely gifted, ipd." Cilj tovrstnih raziskav je največkrat usmerjen v ugotavljanje in dokazovanje močnih področij in ugotavljanje nadarjenosti otrok s primanjkljaji na posameznih področjih. Raziskave povezane z gluhoto in nadarjenostjo so zelo redke, še posebej zaradi nizke incidence te skupine in s tem povezanih metodoloških izzivov. Mnogokrat je nadarjenost zakrita s primanjkljajem, kar predstavlja veliko oviro pri odkrivanju nadarjenosti. Ocena pogostosti pojavljanja nadarjenih gluhih in naglušnih otrok se giblje med 3 % do 5 % v populaciji oseb s posebnimi potrebami. Ameriški nacionalni inštitut o gluhoti in drugih komunikacijskih motnjah (NIDCD - National Institute on Deafness and Other Communication Disorders) navaja podatke, da obstaja 0,5 % nadarjenih gluhih otrok v celotni populaciji otrok. Nadarjeni gluhi in naglušni imajo različne potrebe, zato potrebujejo prilagojeno izobraževanje in obravnavo, še posebej dejavnosti, v katerih se bodo lahko izrazili in kjer bo lahko njihov primanjkljaj prepoznan kot odlika ali izjemnost. Lately, more and more researchers write about gifted children with disabilities in various fields, about those who are gifted and also have special educational needs. For these children, in foreign literature, terms such as ‘’twice exceptional, double exceptional, uniquely gifted’’ are used. The aim of this kind of research is mostly focused on identifying and proving strong areas, and identifying the talent of children with special needs. Researches related to deafness and giftedness are rare, especially due to the low incidence of this group and the related methodological challenges. Often, giftedness is obscured by a disability, which is a major obstacle to discovering talent. The occurrence of gifted deaf and hard of hearing children varies between 3 % and 5 % in the population of persons with special needs. National Institute of Deafness and Other Communication Disorders (NIDCD) states that there are 0.5% of talented deaf children in the entire population of children. Talented deaf and hard of hearing people have different needs, so they need appropriate education and treatment, and such activities in which they will be able to express themselves and where their disability can be recognized as an extraordinariness.

Cilj prispevka je s slovensko različico testa KiddyCAT© raziskati, kakšen je odnos do lastnega govora pri predšolskih otrocih, ki jecljajo, in ugotoviti ali obstajajo razlike v odnosu do lastnega govora med predšolskimi otroki, ki jecljajo, in njihovimi vrstniki, ki govorijo tekoče. Rezultati so bili pridobljeni na vzorcu 49 predšolskih otrok, ki jecljajo, in 74 predšolskih otrok, ki govorijo tekoče. Skupini sta bili razdeljeni na dve podskupini – na mlajše, stare od 3 do 4,4 leta in starejše, stare od 4,5 leta do 6 let. Rezultati so pokazali, da otroci, ki jecljajo, na testu KiddyCAT© dosežejo statistično pomembno (velikost učinka je velika) večje število točk kot njihovi vrstniki, ki govorijo tekoče. Prav tako je razlika med točkami mlajših in starejših otrok, ki jecljajo, vendar ni statistično pomembna. Negativen odnos do govora pri predšolskih otrocih, ki jecljajo, z leti narašča. Nasprotno pa pri otrocih, ki govorijo tekoče, negativen odnos do govora z leti upada, razlika pa ni statistično pomembna (velikost učinka je majhna). Spol na rezultate testa KiddyCAT© ni vplival. Test odnosa do lastnega govora za predšolske otroke – KiddyCAT© je uporaben za zgodnje ugotavljanje odnosa predšolskih otrok do lastnega govora in je instrument, ki pomaga pri odločanju o terapiji jecljanja. The aim of this paper is to investigate the communication attitude of preschool children who stutter by using the KiddyCAT©, and to determine whether there are differences in communication attitude among preschool children who stutter, and their peers who are fluent speakers. Data are based on a normative sample of 49 preschool CWS and 74 preschool CWNS. The children were divided into two subgroups according to age – ‘’younger’’ 3 – 4.4 years old and ‘’older’’ 4.5 – 6 years old. Results showed that preschool CWS scored statistically significantly higher on KiddyCAT© than preschool CWNS (large effect size). There is the mean difference in scores between younger and older preschool CWS but it is not statistically significant (small effect size). Negative communication attitude in preschool CWS increases with age, whereas an opposite observation was made for preschool CWNS, the mean difference was not statistically significant. Gender did not affect the test results. The KiddyCAT© is a useful tool for the early detection of communication attitude of preschool children and helps in deciding on stuttering therapy.

V diplomskem delu smo preučevali vpliv individualiziranega 2-tedenskega programa na gibalni razvoj otroka. Otrok je prebolel bolezen možganskega tumorja in prestal operacijo možganov. Želeli smo ugotoviti tudi morebitne posledice otrokove bolezni na gibalni razvoj. V raziskavi je sodeloval deček, star 6 let, s prebolelim možganskim tumorjem v predšolskem obdobju. Najprej smo s testom MOT 4–6 (Zimmer, Volkamer, 1987), namenjenim pregledu motorike predšolskih otrok, starih od 4 do 6 let, zbrali podatke o otrokovih motoričnih sposobnostih. Nato smo 2 tedna vsak dan od ponedeljka do petka približno 1 uro dnevno individualno z otrokom izvajali program za spodbujanje gibalnega razvoja. Po končanem programu smo ponovno izvedli testiranje motoričnih spretnosti in ugotovili napredek na vseh področjih. Otrok je že po nekaj dneh vadbe začel kazati opazne spremembe, predvsem pri gibalni natančnosti in ravnotežju. Ugotovili smo, da je otroka pri izvajanju testa in vaj najbolj ovirala njegova prekomerna telesna teža, zaradi katere je dosegal slabše rezultate. Pri otroku je problem predvsem nezdrav način življenja in negativen odnos do gibanja. Le-tega je skozi izvajanje programa izboljšal in hkrati pridobil veliko motivacije. In diploma we studied the impact of an individualized two-week programme on child's motor development. The child recovered from a brain tumour and underwent brain surgery. We also wanted to find out the potential consequences of child's illness on motor development. A six-year-old boy, who recovered from a brain tumour during the preschool period, participated in the research. First, we collected data on the child's motor skills using the MOT 4-6 test (Zimmer, Volkamer, 1987), designed to examine the motor skills of preschool children aged from four to six years. Then, for two weeks, every day from Monday to Friday, for about one hour a day, we individually implemented the programme to stimulate motor development with the child. After the programme ended, we once again tested his motor skills, and found progress in all areas. Only after a few days of training, the child began to show noticeable changes, mostly in motor accuracy and balance. We found out, that the child's excessive body weight hindered him the most in performing the test and exercises, as a result of which he achieved worse results. It turned out, that the main problem was an unhealthy lifestyle and a negative attitude towards exercise. He improved it through the implementation of the programme and at the same time gained a lot of motivation.

V logopediji je ključna uporaba terapij, ki sodijo med prakse, podprte z dokazi, saj to logopedom omogoča sprejemanje odločitev, ki temeljijo na dokazih, zagotavljanje višje kakovosti storitev ter sledenje potrebam posameznikov z govorno-jezikovnimi motnjami (Evidence-Based Practice (EBP), b. d.). Izjemnega pomena je tudi izbira primerne vrste terapije, ki ustreza specifikam posamezne motnje. Ena od terapij namenjenih za obravnavo fonološke motnje govorjenih glasov je Ciklični fonološki pristop (Prezas in Hodson, 2010). V teoretičnem delu tega magistrskega dela so natančneje opisani ključni elementi in napotki za implementacijo tega z dokazi podprtega pristopa, na kratko pa so predstavljeni še fonološki procesi in odstopanja od pričakovanega fonološkega razvoja. Primarno je CFP pripraven za uporabo v angleškem jeziku, s to študijo primera pa smo njegovo uporabnost preučevali tudi v slovenščini. Pri mlajšem otroku, ki izkazuje razvojna odstopanja na fonološkem področju in je nerazumljiv, smo glede na rezultate, ki smo jih dobili s Preskusom 50 besed, testom fonološkega zavedanja ter priložnostnim testom, oblikovali individualizirano terapijo po priporočilih dr. Hodsonove. Obravnavali smo razlikovanje sprednjih in zadnjih glasov, in sicer glas /x/ na začetku in na koncu besed ter redukcijo soglasniškega sklopa, in sicer /ʃp/ in /ʃt/ na začetku besed. Po izvedbi CFP smo testiranja ponovili ter ocenili končno stanje, nato pa izvedli še test razumljivosti za nepovezano osebo in se pozanimali o tem, kako so starši izbranega otroka doživeli izkušnjo vključenosti v terapijo po CFP. Rezultati testov so pokazali pomemben pozitiven doprinos terapije po CFP na izboljšanje otrokove razumljivosti. Izbrani otrok je namreč ustrezno izgovoril kritične dele besed, ki so vsebovali enake tarčne fonološke vzorce kot obravnavane tarčne besede. Izboljšanje otrokove razumljivosti je potrdil tudi test razumljivosti za nepovezano osebo. Glede na rezultate testa fonološkega zavedanja je izvedba CFP pozitivno vplivala tudi na otrokovo fonološko zavedanje, največji napredek je bil opazen pri prepoznavanju prvega glasu v besedi in pri prepoznavanju rim. Starši izbranega otroka so bili z vključenostjo in izvedbo CFP zadovoljni. Pridobljeni rezultati so vzpodbudna popotnica za nadaljnje raziskovanje in uporabo cikličnega fonološkega pristopa v Sloveniji. : In speech therapy, the use of therapies that belong to evidence-based practices is key, as this enables speech therapists to make evidence-based decisions, ensure a higher quality of services, and monitor the needs of individuals with speech and language disorders (Evidence-Based Practice (EBP), b. d.). It is also extremely important to choose the appropriate types of therapies that relate to individual disorders. One of the therapies intended to treat phonological disorders of spoken voices is the Cycles Phonological Approach (Prezas and Hodson, 2010). Theoretical part of this master's thesis describes key elements and guidelines for the implementation of this evidence-based approach, and briefly presents phonological processes and deviations from expected phonological development. Primarily, CFP is used in the English language, but with this case study we studied its usability in Slovenian as well. In the case of a younger child who shows developmental deviations in phonological field and is unintelligible, based on the results obtained with the Nonlinear Phonological Scan Analysis for Intervention Planning, the phonological awareness test and our occasional test, we designed individualized therapy according to the recommendations of dr. Barbara Hodson. We discussed posterior-anterior contrasts, namely the sound /x/ at the beginning and end of the word, and the reduction of the consonant cluster, namely /ʃp/ and /ʃt/ at the beginning of the word. After the CFP therapy, we repeated the tests and assessed the final state, then conducted an intelligibility test for an unrelated person and inquired about how the parents' point of view about the experience of being involved in therapy after the CFP. The test results showed a significant positive contribution of the CFP therapy to the improvement of the child's intelligibility. Namely, the selected child correctly pronounced critical parts of the word, which contained the same target phonological patterns as the target words in question. The improvement in the child's intelligibility was also confirmed by the intelligibility test for an unrelated person. According to the results of the phonological awareness test, the implementation of the CFP also had a positive effect on the child's phonological awareness, where the greatest improvement was observed in the recognition of the first sound in the word and in the recognition of rhymes. The parents of the selected child were satisfied with their involvement in the implementation of the CFP. The obtained results are an encouraging guide for further research and use of the cyclic phonological approach in Slovenia.

Jezikovne motnje se lahko pojavijo zaradi različnih vzrokov, in sicer organskih, okoljskih, idr. Včasih pa se pojavijo v odsotnosti vseh znanih vzrokov in se usvajanje jezika odvija na specifičen način. V magistrskem delu je predstavljena razvojna jezikovna motnja, pri kateri gre za značilne jezikovne težave, ki jih niso povzročili znani nevrološki, senzorni, kognitivni ali čustveni primanjkljaji. Po navedbah raznih tujih raziskav pa jo pogosto spremljajo tudi nejezikovne težave, kot npr. motorične, čeprav se do nedavnega v definiciji niso opredeljevale. Zaradi tega so ti primanjkljaji velikokrat neprepoznani, čeprav so bistveni za otrokov splošni razvoj. Cilj magistrskega dela je oceniti gibalne in jezikovne sposobnosti petih otrok z razvojno jezikovno motnjo in jih primerjati s skupino petih otrok s tipičnim razvojem, iste kronološke starosti (od 7 do 10 let) ter ugotoviti, na katerih posameznih jezikovnih in motoričnih področjih se skupini najbolj razlikujeta. Jezikovni profil otrok smo ocenili z jezikovnimi preizkusi, ki preverjajo področje pripovednih sposobnosti, fonološkega zavedanja, receptivnih sposobnosti in jezikovne obdelave na področju morfosintakse. Ocena gibalnih sposobnosti otrok je bila podana z Baterijo za oceno otrokovega gibanja (ABC gibanja 2). Dobljeni rezultati so pokazali, da je skupina otrok z razvojno jezikovno motnjo šibkejša od skupine otrok s tipičnim razvojem na vseh ocenjenih jezikovnih področjih, statistično značilno pa se najbolj razlikujeta na področju pripovednih sposobnosti. Skupina otrok z razvojno jezikovno motnjo je dosegla statistično pomembno slabše rezultate tudi na motoričnih preizkusih, predvsem na področju ciljanja in lovljenja ter ravnotežja. Glede na dobljene rezultate lahko zaključimo, da je treba pri logopedski obravnavi otrok z razvojno jezikovno motnjo dati večji poudarek tako jezikovnim kot motoričnim področjem. Language disorders can occur for various reasons: organic, environmental, etc. Sometimes, however, they occur in the absence of all known causes and language acquisition takes place in a specific way. The master's thesis presents developmental language disorder, which involves characteristic language problems that were not caused by known neurological, sensory, cognitive or emotional deficits. According to various foreign studies, it is often accompanied by non-language problems, such as motor, although they were not defined in the definition until recently. As a result, these deficits are often unrecognized, even though they are essential for a child's overall development. The aim of the master's thesis is to assess the motor and language abilities of five children with developmental language disorders and compare them with a group of five children with typical development, the same chronological age (7 to 10 years) and identify which individual language and motor areas differ most. The language profile of children was assessed by language tests that test the field of narrative skills, phonological awareness, receptive skills, and language processing in the field of morphosyntax. The assessment of children's motor abilities was made with the Movement Assessment Battery for Children – Movement ABC-2. The obtained results showed that the group of children with developmental language disorder is weaker than the group of children with typical development in all assessed language areas, and statistically significantly they differ the most in narrative abilities. The group of children with developmental language disorder also achieved statistically significantly worse results in motor tests, especially in the field of targeting and hunting and balance. Based on the obtained results, we can conclude that in the diagnosis and treatment of children with developmental language disorders, greater emphasis should be placed on both language and motor areas.

Vzgojiteljica ima pomembno vlogo pri spodbujanju govorno-jezikovnega razvoja predšolskih otrok. Otroci namreč v vrtcu preživijo večino svojega budnega časa in so zato ravno vzgojiteljice tiste, ki morajo otroku predstavljati dober govorni in jezikovni zgled in mu omogočajo kvalitetne dejavnosti, s katerimi bo razvijal svoj govor, jezik in mišljenje. Vzgojiteljica v oddelku ustvarja prijetno klimo in načrtuje dejavnosti, ki omogočajo rabo govora, jezika, dialog in poslušanje ter ustvarjajo pozitivne medsebojne odnose. V diplomskem delu smo se osredinili na govorni in jezikovni razvoj otrok notranje in zunanje dejavnike, ki vplivajo na govorno-jezikovni razvoj otrok kaj o govorno-jezikovnem razvoju otrok pravi kurikulum za vrtce in kakšna je vloga vzgojitelja pri spodbujanju govornega razvoja otrok v vrtcu. Izpostavljene so dejavnosti, ki jih vzgojitelj pripravlja za razvijanje govora in jezika otrok v okviru kurikuluma. V diplomskem delu je poudarek na spodbujanju razvoja govora s pomočjo knjig in skupnega branja. Cilj diplomskega dela je ugotoviti, kako vzgojitelji spodbujajo govorno-jezikovni razvoj otrok in kako se otroci odzivajo na zgodbo z vajami za spodbujanje izreke, ki sem jo napisala za namen diplomskega dela, ter kakšno je mnenje vzgojiteljev o uporabi zgodbe za namen spodbujanja govoril. V empiričnem delu sem predstavila rezultate raziskave, ki smo jo s pomočjo vprašalnikov in intervjujev izvedli v vrtcu. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu se osredinimo na jezikovni in govorni razvoj otrok v starosti od četrtega do šestega leta. Sprva opišemo, kaj je govor in kaj jezik, značilnosti otrokovega govora in opišemo dejavnike govornega razvoja. V nadaljevanju opišemo, kako se razvije govor in na kakšen način razvoj govora in jezika spodbujamo v vrtcu. Naštejemo različne opredelitve vaj za spodbujanje govorno-jezikovnega razvoja in se dotaknemo pomembnosti branja in pripovedovanja otroku. V empiričnem delu diplomskega dela smo raziskali, kako se otroci odzivajo na zgodbo Manja na smučišču, ki vsebuje vaje za spodbujanje izreke. Prav tako smo raziskali, kako vzgojitelji spodbujajo govorno-jezikovni razvoj v vrtcu, katere dejavnosti izvajajo z otroki in kako pomembno se jim zdi spodbujanje govorno-jezikovnega razvoja v vrtcu. Ugotovili smo, da se vzgojitelji zavedajo pomembnosti spodbujanja govora in jezika, saj je predšolsko obdobje intenzivno obdobje razvoja govora in jezika. Vzgojitelji menijo, da so kompetentni za spodbujanje govorno-jezikovnega razvoja otrok. Z otroki v vsakodnevni rutini izvajajo vaje za spodbujanje razvoja na področju govora in jezika tako, da spodbujajo pogovor, govor, poslušanje, opazovanje in opisovanje, obiščejo knjižnico in lutkovne predstave ter s pomočjo dejavnosti, kot so iskanje rim in izštevank, gledališča, kamišibaja, igre vlog in drugih vaj. Med pripovedovanjem zgodbe so bili otroci aktivni poslušalci, v zgodbo so se vključevali, izvajali vaje za spodbujanje izreke in se gibalno izražali. Prišli smo do sklepa, da zgodba, ki vsebuje vaje za spodbujanje izreke, pomaga otrokom, da se sprostijo in ob tem utrjujejo in razvijajo svoje govorno-jezikovne kompetence. A preschool teacher plays an important role in promoting the speech and language development of preschool children. Children spend most of their waking hours in kindergarten, therefore it is precisely the educators who must set a good speech and language example for the child and provide him with quality activities that will help him develop his speech, language and thinking. The educator in preschool creates a pleasant climate and plans activities that enable the use of speech, language, dialogue and listening and create positive mutual relationships. In the thesis, we focus on the speech and language development of children internal and external factors that affect children's speech and language development what does the curriculum for kindergartens say about children's speech and language development and what is the role of a preschool teacher in promoting children's speech development in kindergarten. In the diploma work, the emphasis is on encouraging the development of speech with the help of books and joint reading. The aim of the thesis is to find out how preschool teachers encourage children's speech and language development and how children respond to the story with exercises to encourage the saying that I wrote for the purpose of the thesis and what do preschool teachers think about the use of the story for the purpose of encouraging speech. In the empirical part, we present the results of the research, which we conducted in the kindergarten with the help of questionnaires and interviews. The thesis consists of theoretical and empirical work. In the theoretical part, we focus on the language and speech development of children between the ages of four and six. At first, we describe what speech is and what language is, the characteristics of a child's speech and describe the factors of speech development. In the following, we describe how speech develops and how speech and language development is encouraged in kindergarten. We list different definitions of exercises to promote speech and language development and touch on the importance of reading and telling stories to children. In the empirical part of the diploma work, we investigated how children respond to the story Manja na smučišču, which contains exercises to encourage speech. We also investigated how educators promote speech and language development in kindergarten, what activities they do with children and how important they think it is to promote speech and language development in kindergarten. We found out that educators are aware of the importance of promoting speech and language, as the preschool period is an intensive period of speech and language development. Educators consider themselves competent to promote children's speech and language development. They carry out exercises with the children in their daily routine to promote the development of speech and language by encouraging conversation, speaking, listening, observing and describing, visiting the library and puppet shows, and through activities such as finding rhymes and counting books, kamishibai theater, playing roles and other exercises. Children responded well to the story Manja na smučišču, they were active listeners. During the telling of the story, they were active listeners. They got involved in the story, performed exercises to stimulate the saying and expressed themselves through movement. We have concluded that the story containing exercises to encourage pronunciation helps children to relax and at the same time consolidate and develop their speech and language competences.

Razvojna dizartrija je motorična govorna motnja z značilno zmanjšano razumljivostjo ter težavami na vsaj enem podsistemu govora, kot so dihanje, fonacija, resonanca, artikulacija in/ali prozodija govora. Zaradi podobnih zaznavnih značilnosti z zaostankom v govornem razvoju in z drugimi motoričnimi govornimi motnjami lahko predstavlja prepoznavanje te motnje številnim logopedom izziv. Največkrat jo ocenjujemo in diagnosticiramo s perceptivno oceno govora. Za natančnejše zaznavanje odstopanj v govoru bi lahko pri ocenjevanju uporabljali akustično analizo govora, ki bi perceptivni oceni dodala objektivne potrditve. Cilj magistrskega dela je preučiti področje akustičnega ocenjevanja govora pri razvojni dizartriji. V teoretičnem delu magistrskega dela je predstavljena razvojna dizartrija in njene značilnosti, ocenjevanje znakov razvojne dizartrije in logopedska obravnava otrok z razvojno dizartrijo. V nadaljevanju so predstavljene akustične meritve govora in akustične značilnosti dizartričnega govora. Cilj magistrskega dela je tudi oblikovati in izvesti protokol za oceno govora otrok z razvojno dizartrijo in s tem ugotoviti, kateri akustični parametri razlikujejo govor otrok z dizartrijo od govora otrok tipičnega razvoja. Z izvedbo protokola smo pridobili glasovne posnetke, s pomočjo katerih smo izmerili maksimalni fonacijski čas (MFČ), razpon osnovne frekvence, hitrost artikulacije ter razpon F1 in F2 znotraj dvoglasnikov pri otrocih z razvojno dizartrijo. Posamezne parametre smo analizirali z računalniškim programom za fonetično analizo govora Praat, jih statistično obdelali ter primerjali z rezultati otrok iz skupine s tipičnim govorom. Kot statistično razlikovalni akustični parametri so se izkazali MFČ, razpon osnovne frekvence in hitrost artikulacije. Akustični profili otrok z razvojno dizartrijo so bili raznoliki. Developmental dysarthria is a motor speech disorder characterized by reduces intelligibility and impairments on at least one speech subsystem such as breathing, phonation, resonance, articulation and/or prosody. Due to similar perceptual characteristics with a delayed speech-language development and with other speech disorders, recognizing this disorder can be a challenge for many speech and language therapists. It is most often assessed and diagnosed by a perceptual assessment of speech. To achieve a more accurate detection of deviations in speech, an acoustic analysis of speech could be used in the assessment process, which would add objective confirmation to the perceptual assessment. The aim of this master's thesis was to study the field of acoustic evaluation of speech in developmental dysarthria. The theoretical part of the master's thesis presents developmental dysarthria and its characteristics, assessment of signs of developmental dysarthria and treatment of children with developmental dysarthria. In what follows, acoustic measurements of speech and acoustic characteristics of dysarthric speech are presented. The aim of this master's thesis was also to design and implement an evaluation protocol for the speech of children with developmental dysarthria and thereby determine which acoustic parameters distinguish the speech of children with dysarthria from the speech of children with typical development. By implementing the protocol we obtained voice recordings, with the help of which we measured the maximum phonation time (MPT), the range of the fundamental frequency, the articulation rate and the range of F1 and F2 within diphthongs in children with developmental dysarthria. Individual parameters were analyzed in the speech analysis software Praat, statistically processed and compared with the results of children from the group with typical speech. MPT, fundamental frequency range and articulation rate proved to be statistically differentiating acoustic parameters. The acoustic profiles of children with developmental dysarthria were diverse.

Pregibanje besed je morfološki proces, v katerem besedi spremenimo obliko, njen leksikalni pomen pa ostane enak. Pregibanje glagola se imenuje spreganje in v večini jezikov spreminja svojo obliko glede na čas, z osebkom pa se mora ujemati v osebi in številu. Na proces usvajanja morfoloških pravil jezika vplivajo značilnosti morfemov in iz njih izhajajoča tipologija jezika. Zaradi morfoloških razlik med jeziki so otroci izpostavljeni različnim sistemom jezika, ki jih morajo usvojiti, posledično pa je otežen prenos ugotovitev iz enega jezika na drugega. Področje usvajanja glagolskih oblik je med jeziki različno raziskano, prevladujejo predvsem raziskave jezikovnega izražanja. Za slovenski jezik obstaja malo raziskav, ki so preučevale morfološki razvoj otrok, redke so podrobneje analizirale usvajanje glagolskih oblik, medtem ko raziskav jezikovnega razumevanja nismo zasledili. Težave v usvajanju glagolskih oblik, predvsem glagolskega časa, so lahko tudi pokazatelj težav v jezikovnem razvoju. V empiričnem delu smo izvedli kvantitativno in kvalitativno analizo jezikovnega razumevanja in izražanja glagolskih oblik med 2. in 4. letom starosti s poudarkom na glagolskem času (sedanjiku in pretekliku). V vzorec smo vključili 5 dvoletnikov (2 1-2 8) in 6 triletnikov (3 4-3 8). Podatki so bili pridobljeni s pomočjo slovenske pilotne verzije instrumentarija Nova Reynellova razvojna jezikovna lestvica (NRDLS-SI), ki je sestavljena iz Lestvice jezikovnega razumevanja in Lestvice jezikovnega izražanja. V magistrskem delu smo analizirali rezultate otrok na razdelku E, ki na obeh lestvicah preverja jezikovno razumevanje in izražanje glagolskih oblik s poudarkom na sedanjiku in pretekliku. Rezultati so pokazali, da so triletniki dosegli pomembno višji rezultat kot dvoletniki tako pri nalogi jezikovnega razumevanja kot tudi pri nalogi jezikovnega izražanja. Triletniki so dosegli pomembno višji rezultat tudi pri jezikovnem razumevanju sedanjika in preteklika ter predvsem izražanju preteklika, ne pa tudi pri izražanju sedanjika. Analiza znotraj posamezne skupine je pokazala, da so dvoletniki dosegli pomembno boljši rezultat pri nalogi jezikovnega razumevanja kot pri nalogi jezikovnega izražanja, kar ni veljalo za triletnike, vendar so se temu močno približali. Podrobnejša analiza glede na glagolski čas je pokazala, da nobena izmed skupin ni bila boljša pri jezikovnem razumevanju in izražanju sedanjika kot preteklika. Ker je preteklik, v primerjavi s sedanjikom, zložena glagolska oblika in se v jezikovnem izražanju otrok pojavi kasneje, je bila ta ugotovitev predvsem pri dvoletnikih presenetljiva. Predvidevamo, da je to posledica majhnega in neuravnoteženega števila testnih primerov za posamezni čas. Kvalitativna analiza odgovorov pri nalogi jezikovnega izražanja je pokazala, da dvoletniki največkrat, predvsem pri pretekliku, niso podali odgovora. Najpogostejša napaka pri obeh skupinah je bila izpustitev pomožnega glagola biti v pretekliku, večkrat se je pojavila leksikalna zamenjava glagola, medtem ko je bilo napak ujemanja malo. Našli smo tudi posamezna primera napak posploševanja, ko je eden izmed otrok tvoril glagolski obliki, ki v slovenščini ne obstajata. Inflection of words is a morphological process in which we change the form of a word, its lexical meaning remains the same. The inflection of a verb is called conjugation, and in most languages, it changes its form according to tense, and must match the subject in person and number. The process of acquiring morphological rules of language is influenced by the characteristics of morphemes and the resulting typology of language. Due to morphological differences between languages, children are exposed to different language systems that they have to learn, which makes it difficult to transfer findings from one language to another. The field of acquisition of verb forms is variously researched among languages, with research on language production predominating the field. For the Slovene language, there is little research that has studied the morphological development of children, few have analysed the acquisition of verb forms in more detail, while research on language comprehension has not been found. Difficulties in acquiring verb forms, especially verb tense, can also be an indicator of problems in language development. In the empirical part, we performed a quantitative and qualitative analysis of language comprehension and production of verb forms between 2 and 4 years of age with an emphasis on verb tense (present and past). We included 5 two-year-olds (2 1-2 8) and 6 three-year-olds (3 4-3 8) in the sample. The data were obtained with the help of the Slovenian pilot version of the instrumentation New Reynell Developmental Language Scale (NRDLS-SI), which consists of the Comprehension Scale and the Production Scale. In the master’s thesis, we analysed the results of children in section E, which tests the language comprehension and production of verb forms on both scales, with an emphasis on the present and past tense. The results showed that three-year-olds achieved a significantly higher result than two-year-olds in both the task of language comprehension and the task of language production. The three-year-olds also achieved a significantly higher result in the language comprehension of the present and the past tense, and especially in the production of the past tense, but not in the production of the present tense. The analysis within each group showed that two-year-olds achieved significantly better results in the task of language comprehension than in the task of language production, which was not the case for three-year-olds, but they came very close to this. A more detailed analysis with respect to verb tense, showed that none of the groups were better at language comprehension and production of the present than the past tense. Since the past tense is a compound verb form compared to the present tense and appears later in the language production of children, this finding was surprising, especially in two-year-olds. We assume that this is due to the small and unbalanced number of test cases for each time. Qualitative analysis of the answers to the task of language production showed that two-year-olds most often, especially in the past tense, did not give an answer. The most common mistake in both groups was to omit the auxiliary verb be in the past tense, lexical verb substitution occurred several times, while agreement errors were few. We also found individual cases of overgeneralization errors when one of the children formed verb forms that do not exist in Slovene.

Razvoj besedišča predstavlja zelo pomemben del v razvoju otrokovega jezika. Največje spremembe na tem področju se dogajajo v prvih letih otrokovega življenja, zato se bomo v raziskavi osredotočili na otroke med drugim in četrtim letom starosti. Ob četrtem letu otroci uspejo izgovoriti povprečno 1000 besed. Široko besedišče pa tudi omogoča, da otroci iz več besed tvorijo povedi. Raziskovalci so namreč ugotovili, da je močnejša korelacija med širino besedišča in povezovanjem besed v povedi kot pa starostjo otroka in povezovanjem besed v povedi. Štiriletniki v večini uspejo izgovoriti že vse glasove, razen šumnikov in /r/, prav tako se v njihovem govoru pojavlja manj poenostavljanj besed. Posledično je njihov govor bolje razumljiv tudi za nepoznane ljudi. Ne smemo pa pozabiti, da na besedišče vplivajo tudi mnogi okoljski in genetski dejavniki ter tudi morebitne posebne potrebe otrok. Naša raziskava se je ukvarjala z besediščem otrok v starosti med 24 in 47 mesecev. Cilj naše raziskave je bilo analiziranje rezultatov, ki so jih otroci dosegli na področju razumevanja in izražanja besed. Zanimalo nas je tudi, kako uspešni so bili otroci pri razumevanju in izražanju samostalnikov in glagolov ter če obstajajo razlike med dečki in deklicami. V empiričnem delu smo s pomočjo prvih treh nalog Nove Reynellove razvojne jezikovne lestvice (NRDLS-SI) analizirali rezultate 11 otrok (štirih dečkov in sedmih deklic) z značilnim govorno-jezikovnim razvojem. Raziskava je pokazala, da obstajajo statistično pomembne razlike med rezultati otrok na testih razumevanja besed in izražanja besed. Prav tako smo ugotovili statistično pomembne razlike na testu razumevanja in izražanja samostalnikov in glagolov, kar pomeni, da se v govoru otrok med drugim in četrtim letom pojavlja več samostalnikov kot pa glagolov. Preverjali smo še vpliv spola na besedišče in ugotovili manjše razlike med spoloma (predvsem pri izražanju). Deklice so dosegle malo višje rezultate, kot dečki, a razlika med spoloma ni bila statistično pomembna. Vocabulary development is a very important part of a child's language development process. In this regard, the biggest changes occur in the first years of the child's life, which is why focus on children aged between 2 and 4 in this survey. By the fourth year, however, children manage to pronounce an average of 1,000 words. Having a wider vocabulary allows children to form sentences with more words. As a matter of fact, researchers have found a stronger correlation between the breadth of vocabulary and connecting words into sentences than between the age of the child and connecting words into sentences. Most four-year-olds are able to pronounce all of the sounds, except for sibilants and /r/, and fewer simplifications of words can be perceived in their speech. Their speech is better understood even by people they do not know. Nevertheless, one ought to remember that vocabulary is influenced by a variety of environmental and genetic factors, as well as any special needs children might have. Our research dealt with the vocabulary of children aged between 24 and 47 months. The aim of our research was to analyze the results achieved by children in the field of word comprehension and in the field of word production. We were also interested in how successful children were in understanding and expressing nouns and verbs and if there were differences between boys and girls. In the empirical part, we used the first three tasks of the New Reynell Developmental Language Scale (NRDLS-SI) to analyze the results of 11 children (four boys and seven girls) with regular speech and language development. The survey showed there were statistically significant differences between the children's scores on tests of language comprehension and language production. We also found statistically significant differences on the test of comprehension and expression of nouns and verbs, which means that more nouns than verbs appear in the speech of children between the ages of two and four. We also examined the influence of gender on vocabulary development and found some minor gender differences between the sexes (especially in language production). Girls scored slightly higher than boys, but the gender difference was not statistically significant.

Razvoj porajajoče se pismenosti in opismenjevanja je v predšolskem obdobju ključnega pomena. Nanj vpliva več različnih dejavnikov. Vzgojitelj lahko že v predšolskem obdobju prepozna dejavnike tveganja, ki kažejo na možnost kasnejšega razvoja specifičnih učnih težav, ter otroku nudi ustrezno oporo in pomoč. Slabo usvojene ali neusvojene predopismenjevalne veščine pogosto nakazujejo specifične učne težave, ki se v največji meri pokažejo ob vstopu otroka v šolo. Pogosto jih spremlja učni neuspeh, kar lahko negativno vpliva na otroka. V teoretičnem delu diplomskega dela smo predstavili razvoj predopismenjevalnih veščin v predšolskem obdobju, saj različni avtorji (Grginič, 2008 Končnik Goršič in Kavkler, 2002 Marjanovič Umek, 2010 Prgić, 2018) ugotavljajo, da te pomembno vplivajo na otrokovo opismenjevanje. Slabo razvite predopismenjevalne veščine, kamor sodijo vedenje, motorika, jezikovno razumevanje, verbalno izražanje, metakognicija, druge kognitivne dejavnosti, predopismenjevanje, predmatematika in druge, lahko nakazujejo kasnejši razvoj specifičnih učnih težav. V empiričnem delu smo s pomočjo vprašalnika IPDA (Terreni idr., 2011), ki vzgojiteljem lahko služi kot pomoč pri odkrivanju področij predopismenjevalnih veščin, na katerih lahko ima otrok težave v predšolskem obdobju, ugotovili, koliko otrok kaže odstopanja na posameznih področjih. Želeli smo ugotoviti, ali se kažejo razlike med deklicami in dečki na področju predopismenjevalnih veščin ter ali so odstopanja med posameznimi področji predopismenjevalnih veščin. V vzorec je bilo vključenih 65 otrok kranjskih vrtcev, starih 5–6 let. Ugotovili smo, da imajo štirje otroci (6,2 %) največ možnosti za kasnejši razvoj specifičnih učnih težav. Rezultati raziskave so pokazali tudi, da na področju predopismenjevalnih veščin ni razlik med deklicami in dečki, odstopanja pa se kažejo med posameznimi področji predopismenjevalnih veščin. The development of emerging literacy is crucial in the pre-school period. It is influenced by several different factors. Already in the pre-school period, the educator can identify risk factors that indicate the possibility of later development of specific learning difficulties and offer the child appropriate support and assistance. Poorly acquired or unfamiliar pre-literacy skills often indicate specific learning difficulties, which are most evident when a child enters school. They are often accompanied by learning failure, which can negatively affect the child. In the theoretical part of the thesis, I wrote about the development of pre-literacy skills in the preschool period. Various authors (Grginič, 2008, Končnik Goršič, Kavkler, 2002, Marjanovič Umek, 2010, Prgić, 2018 and others) find that they have a significant impact on children's literacy. Poorly developed pre-literacy skills, including: behavior, motor skills, language comprehension, verbal expression, metacognition, other cognitive activities, pre-literacy, pre-mathematics, etc., may indicate the later development of specific learning difficulties. In the empirical part, I found out how many children show deviations in individual areas with the help of the IPDA questionnaire (Terreni, Tretti, et al., 2011), which can help educators to identify areas of pre-literacy skills in which a child may have problems in preschool. I wanted to find out whether there are differences between girls and boys in the field of pre-literacy skills and whether there are deviations between individual areas of pre-literacy skills. The sample included 65 children from Kranj kindergartens aged 5-6 years. I found that 4 children (6.2%) have the highest chances of developing specific learning difficulties later. The results of the research also showed that there are no differences between girls and boys in the field of pre-literacy skills, but there are discrepancies between individual areas of pre-literacy skills.

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's progress. Therefore, it is of utter importance to evaluate child's 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's 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's linguistic and pragmatic knowledge. Therefore, a standardised test for narration of the stories The Mitten and The Frog King was used to analyse child's language skills. According to the girl's 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's 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's 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's 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.

Namen magistrskega dela je prikazati samooceno logopedov Slovenije in S. Makedonije o kompetenci sodelovanja s starši. Kompetenca sodelovanja s starši je v tem magistrskem delu obravnavana kot konstrukt znanj, veščin in stališč, ki logopedu omogočajo uspešno sodelovanje s starši otrok, vključenih v obravnavo. Želeli smo ugotoviti, kakšna je povezanost med samooceno kompetence sodelovanja s starši in delovno dobo logopedov ter ali obstajajo med posameznimi skupinami logopedov (glede na delovno področje, frekventnost udejstvovanja na strokovnih usposabljanjih in državo, v kateri logopedi delujejo) morebitne razlike v samooceni kompetence za učinkovito sodelovanje s starši. Ker ne obstaja vprašalnik, ki bi meril kompetenco sodelovanja med logopedi in starši, smo za potrebe tega magistrskega dela oblikovali nov vprašalnik na osnovi analize strokovne literature o ključnih dejavnikih kompetence sodelovanja s starši. Rezultati na vzorcu 62 logopedov iz Slovenije in 48 logopedov iz S. Makedonije kažejo, da ni povezanosti med samoocenami logopedov glede kompetence sodelovanja s starši in njihovo delovno dobo. Prav tako ni razlik v samooceni kompetence sodelovanja s starši med logopedi, ki delujejo na področju zdravstva, in logopedi, ki delujejo na področju vzgoje in izobraževanja. Rezultati so pokazali, da logopedi, ki so sodelovali na dveh ali več strokovnih usposabljanjih na področju sodelovanja s starši v zadnjih treh letih, bolje ocenjujejo svoja stališča, ki vodijo k uspešnemu sodelovanju s starši, v primerjavi z logopedi, ki niso nikoli sodelovali, in z logopedi, ki so le enkrat sodelovali pri strokovnem usposabljanju na področju sodelovanja s starši. Prav tako so se med logopedi iz Slovenije in logopedi iz S. Makedonije pokazale razlike v samooceni stališč glede sodelovanja s starši, in sicer v prid logopedom iz Slovenije. Magistrsko delo poudarja pomen kompetence sodelovanja s starši pri učinkovitosti obravnav otrok z motnjami na področju govora, jezika in komunikacije. Pričujoča raziskava odpira možnosti za nadaljnje raziskovanje kompetence sodelovanja med logopedi in starši. The purpose of the master's thesis is to present the self-assessment of speech and language pathologists (SLPs) in Slovenia and N. Macedonia on the competence of cooperation with parents. The competence of cooperation with parents is considered in this master's thesis as a construct of knowledge, skills and attitudes that enable the SLPs to successfully cooperate with the parents of the children involved in the treatment. We wanted to find out what is the relationship between self-assessment of competence of cooperation with parents and the years of experiences of SLPs and whether there are possible differences in self-assessment of competence for effective speech and language therapy between individual groups of SLPs (according to field of work, frequency of participation in professional training in the field of cooperation with parents and the country where SLPs are working). As there is no questionnaire that would measure the competence of cooperation between SLPs and parents, we designed a new questionnaire for the purposes of this master's thesis based on the analysis of professional literature on key factors of competence of cooperation with parents. The results on a sample of 62 SLPs from Slovenia and 48 SLPs from N. Macedonia show that there is no correlation between the self-assessments of SLPs regarding the competence of cooperation with parents and their years of experiences. There are also no differences in the self-assessment of the competence of cooperation with parents between SLPs working in the field of health care and SLPs working in the field of education. The results showed that SLPs who have participated in two or more professional trainings in the field of cooperation with parents in the last three years better evaluate their attitudes leading to successful cooperation with parents compared to SLPs who have never or once participated in professional training in the field of cooperation with parents. There were also differences in the self-esteem of attitudes towards cooperation with parents between SLPs in Slovenia and STPs in N. Macedonia. The master's thesis emphasizes the importance of the competence of cooperation with parents in the effectiveness of the treatment of children with speech, language and communication disorders. The research opens up possibilities for further research into the competence of cooperation between speech therapists and parents.

Jecljanje je govorna motnja, za katero so značilne ne samo ponovitve delov besed, enozložnih besed in neritmična fonacija, v katero spadajo podaljševanje glasov, blokade in prekinjene besede, ampak tudi čustva osebe, ki so z omenjenimi netekočnostmi povezana v obeh smereh – čustva lahko spodbujajo jecljanje, jecljanje pa lahko sproži pojav določenih čustev. Raziskave dokazujejo vpliv, ki ga ima jecljanje in z njim povezano čustvovanje, na proženje stresnega odziva pri ljudeh, ki jecljajo. Ta lahko ob ponavljajočem se proženju v socialnih situacijah, ki zahtevajo govor, predstavlja grožnjo za razvoj anksiozne motnje, ki je v populaciji odraslih, ki jecljajo, močno zastopana. Ena najpogosteje uporabljenih dopolnilnih oziroma alternativnih metod zdravljenja, ki jo zdravniki pacientom priporočajo za spoprijemanje s stresom in anksioznostjo, je joga. V teoretičnih izhodiščih opredelimo jecljanje in se pri opisu značilnosti jecljanja osredotočimo na čustveno, kognitivno in socialno dimenzijo napredovanega jecljanja pri odraslih, ki jecljajo. Nato opišemo povezavo med jecljanjem, stresom in anksioznostjo ter stresni odziv in pojav (socialne) anksioznosti pri ljudeh, ki jecljajo. V nadaljevanju s pomočjo pregleda sprostitvenih tehnik v terapiji jecljanja, avtorjev Yaruss in Gilman (2000), predstavimo metode sproščanja fizičnih in čustvenih napetosti pri terapiji ljudi, ki jecljajo, in se osredotočimo na jogo kot metodo zmanjševanja stresa in anksioznosti. S pomočjo pregleda v literaturi dostopnih študij o uporabnosti joge (asana, pranayama, čuječnostna meditacija) pri terapiji oseb, ki jecljajo, predstavimo potencialne mehanizme delovanja in dobrobiti joge. V empiričnem delu s singularno študijo primera odrasle osebe, ki jeclja, raziščemo vpliv integriranega 6-tedenskega joga programa na jakost jecljanja, subjektivno zaznavanje vpliva jecljanja na življenje, anksioznost, socialno anksioznost, subjektivno zaznavanje stresa in čuječnost. Ugotavljamo, da je po 6-tedenskem joga programu pri odraslem, ki jeclja, prišlo do napredka na vseh področjih merjenja, razen na področju čuječnosti. Največji napredek se je pokazal pri anksioznosti in socialni anksioznosti, čemur pripisujemo tudi zmanjšanje jakosti jecljanja. Rezultati so pokazali manjše subjektivno zaznavanje stresa in manjše zaznavanje vpliva jecljanja na življenje sodelujočega, ki je po zaključenem joga programu izkazal tudi pozitivnejši odnos do jecljanja in sebe kot osebe, ki jeclja. Zaključujemo, da je lahko joga dragocen doprinos v logopedski terapiji oseb, ki jecljajo, ne zgolj zaradi sprostitve, ampak tudi zaradi celostnega vpliva na človeka in dobrobiti, ki jih prinaša na več področjih življenja. Stuttering is a speech disorder characterized by repetition of parts of words, repetition of monosyllabic words, arrhythmic phonation – prolongations, blocks and broken words –, and also the emotions of a person who stutters. The connection between the dysfluencies and emotions is bidirectional – certain emotions can promote stuttering, and stuttering can trigger the emergence of certain emotions. Research demonstrates the impact that stuttering and emotions related to it have on triggering a stress response in people who stutter. If the stress response is triggered continuously in social situations that require verbal communication, it can significantly endanger a person’s health and also pose a threat to the development of an anxiety disorder, strongly represented in adults who stutter. Yoga is one of the most commonly used complementary or alternative methods of treatment that doctors recommend to patients in order to cope with stress and anxiety. In the theoretical part of the thesis we define stuttering and focus on the emotional, cognitive and social dimentions of advanced stuttering in adults who stutter. We describe the link between stuttering, stress and anxiety, as well as explain the stress response and occurence of (social) anxiety in people who stutter. Next, using a review of relaxation techniques in stuttering therapy by Yaruss and Gilman (2000), we present methods for relieving physical and emotional tension in treatment of people who stutter and focus on yoga as a method of reducing stress and anxiety. By reviewing studies available in the literature on the usefulness of yoga (asana, pranayama, mindfulness meditation) in therapy for people who stutter, we present the potential mechanisms of action and benefits of yoga for this population. In the empirical part of the thesis, using a singular case study, we explore the impact of a 6-week integrated yoga program on: stuttering severity, subjective perception of the impact of stuttering on a person's life, subjective perception of stress, anxiety, social anxiety, and midfulness in an adult who stutters. According to the results, we find that after a 6-week yoga program, there is progress in all quantitative measures except mindfulness. The greatest progress has been shown in anxiety and social anxiety, to which we also attribute the decline of stuttering severity. The results showed less subjective perception of stress and less perception of the impact of stuttering on the participant's life. In addition, after completing the yoga program, the participant showed a more positive attitude towards stuttering and himself as a person who stutters. We conclude that yoga can be a valuable contribution in stuttering therapy – not only for relaxation purposes but also its holistic effect and the benefits it brings to several areas of life.

Zmožnost sporazumevanja je za ljudi ena najpomembnejših veščin in predstavlja temelj za vzpostavljanje odnosov. Skupini oseb z motnjami v duševnem razvoju je ta zmožnost pogosto otežena, zato večina teh posameznikov potrebuje katero izmed oblik nadomestne in dopolnilne komunikacije za vse življenje. V Veliki Britaniji je bil v 70-ih letih prejšnjega stoletja za osebe s težavami na področju jezika in komunikacije razvit jezikovni program Makaton, ki pri podpiranju sporazumevanja kombinira govor s kretnjami, privzetimi iz znakovnega jezika, in/ali simboli. Kot uspešno orodje za podpiranje komunikacijskih veščin je bil prenesen in prilagojen za uporabo v več kot 50 državah po svetu. Makaton slovenskemu prostoru ni znan, zato pomeni naše magistrsko delo izhodišče za seznanjanje z uspešnim pristopom ter spodbuditev k razmisleku o spremembah oziroma možnostih izboljšav na področju jezikovnega spodbujanja oseb z motnjami v duševnem razvoju pri nas. Glavni cilj magistrskega dela je opis in predstavitev jezikovnega programa Makaton. Za ta namen je bila s pomočjo polstrukturiranih intervjujev izvedena kvalitativna raziskava z osmimi posameznicami iz Velike Britanije, ki Makaton redno uporabljajo pri svojem delu ali v domačem okolju. Odgovori intervjuvank so analizirani s pomočjo kodiranja ter interpretirani po področjih, ki se nanašajo na: (1) opis jezikovnega programa Makaton (2) uporabnike Makatona (3) pridobivanje znanj o Makatonu (4) prostor uporabe Makatona (5) vključenost Makatona v izobraževalne ustanove (6) poučevanje in uporabo Makatona v razredu ter (7) sodelovanje izobraževalnih ustanov s starši uporabnikov Makatona. Uporaba Makatona v britanski praksi je v magistrskem delu povezana s cilji in načeli posebnega vzgojno-izobraževalnega programa v Sloveniji. Na podlagi tega je bila ugotovljena smotrnost aplikacije tovrstnega programa za osebe z motnjami v duševnem razvoju pri nas. Po načelih posebnega programa vzgoje in izobraževanja je potrebno vsem posameznikom zagotoviti enake možnosti z upoštevanjem različnosti, stremeti k inkluzivnemu okolju ter spodbujati samostojnost oseb s posebnimi potrebami. Vse to so značilnosti jezikovnega programa Makaton. Zaradi njegove vloge v razvoju govora in jezika, multimodalne narave, fleksibilnosti v kombiniranju z drugimi načini nadomestne in dopolnilne komunikacije ter zaradi možnosti individualizacije menimo, da bi bil lahko ob ustreznih pogojih prilagojen tudi za naš vzgojno-izobraževalni prostor za osebe z motnjami v duševnem razvoju. The ability to communicate is one of the fundamental human skills and the foundation of every relationship. Individuals with severe learning difficulties often find it difficult to interact with others and therefore may require some form of augmentative and alternative communication all their lives. In Great Britain, a language programme – Makaton, was developed in the 1970’s. Makaton improves communication of people with speech and language difficulties by combining signs, taken from sign language, and/or symbols with speech. As an effective method supporting development of communication skills, it has been adapted for use in more than 50 countries. Slovenia is not one of them, therefore it could be a great improvement to introduce Makaton to Slovenian special educational programmes in communication support of children with severe learning disabilities. The main aim of the thesis is to present Makaton and its benefits for children with special needs. Accordingly, a qualitative research was conducted in which 8 female participants, who use Makaton regularly in their daily life at home or at work, were interviewed. Coding was used to analyse the qualitative data gained from the interviews and to interpret established categories: (1) a description of Makaton (2) Makaton users (3) learning (about) Makaton (4) settings in which Makaton is used (5) implementation of Makaton in an educational institution (6) teaching Makaton in a classroom (7) cooperating with parents regarding the use of Makaton. The comparison of the practical use of Makaton, as described in interviews, to objectives and principles of Slovenian special educational programmes, shows the need for a language support programme such as Makaton and the benefits for individuals with learning disabilities in our country. The principles of special education dictate that every individual should have equal possibilities regarding their individual needs, live in an inclusive environment and be supported in their development of independence skills all of which are described as qualities of the Makaton language programme. Because of its significant role in speech and language development, multimodal nature, compatibility with other types of augmentative and alternative communication, as well as its ability to be personalised, we consider it would be, with appropriate adaptation, extremely beneficial for people with severe learning disabilities in Slovenian special educational programmes.

Logoped-surdopedagog se ukvarja s preprečevanjem, ugotavljanjem, (re)habilitacijo komunikacijskih motenj, motenj hranjenja in požiranja, gluhote in naglušnosti, njihovih vzrokov in posledic. Zaposlen je na področju zdravstva, vzgoje in izobraževanja in/ali socialnega varstva. Eno njegovih ključnih področij dela je preventiva, v okviru katere ozavešča javnost o logopediji in surdopedagogiki. V teoretičnih izhodiščih magistrskega dela smo definirali logopedijo in surdopedagogiko, predstavili njuno zgodovino, opisali kompetence logopedov-surdopedagogov, opisali njihova področja dela, akademsko pot in možnosti zaposlitve. Predstavili smo pomen javne ozaveščenosti o logopediji in surdopedagogiki in povzeli zaključke dosedanjih raziskav. Z raziskavo smo želeli opisati in primerjati javno ozaveščenost strokovne javnosti in javno ozaveščenost laične javnosti o logopediji in surdopedagogiki ter delu logopeda-surdopedagoga. Zanimalo nas je, ali se strokovna in laična javnost razlikujeta v javni ozaveščenosti o logopediji in surdopedagogiki ter delu logopeda-surdopedagoga. Vzorec je zajemal 455 oseb 224 predstavnikov strokovne javnosti (katerih poklic je soroden poklicu logopeda-surdopedagoga in so zaposleni na področju zdravstva in/ali vzgoje in izobraževanja in/ali socialnega varstva) in 231 predstavnikov laične javnosti (vsi ostali). Udeleženci raziskave so izpolnili spletni vprašalnik o javni ozaveščenosti o logopediji in surdopedagogiki ter delu logopeda-surdopedagoga. Raziskava je pokazala, da so predstavniki strokovne javnosti bolj ozaveščeni o vseh področjih, ki smo jih preverjali (logopedija in surdopedagogika, delo logopeda-surdopedagoga, izobraževanje in delovna mesta logopedov-surdopedagogov in zgodnja logopedsko-surdopedagoška obravnava), kot predstavniki laične javnosti, iz česar sledi, da je strokovna javnost bolj ozaveščena o logopediji in surdopedagogiki ter delu logopeda-surdopedagoga kot laična javnost. Speech-language therapist – educator of the deaf and hard of hearing (SLT – EDhh) works in the field of prevention, identification and (re)habilitation of communication disorders, eating, drinking and swallowing disorders, deafness and hearing loss as well as their causes and consequences. An SLT – EDhh is employed in the domain of health, education and/or social care. One of the key areas of their work is prevention, which includes raising public awareness about speech-language therapy and surdopedagogy. In the theoretical starting points of the masters’ thesis, we defined speech-language therapy and surdopedagogy, presented their history, described the competencies of an SLT – EDhh as well as the areas of their work, formal education and employment opportunities. We emphasised the importance of public awareness about speech-language therapy and surdopedagogy and summarized the conclusions of previous studies. The aim of the research was to describe and compare the level of awareness of the professional and lay public about speech-language therapy and surdopedagogy as well as the work of an SLT-EDhh. We were interested in whether the professional and lay public differ in their public awareness of speech and language therapy and surdopedagogy and the work of an SLT-EDhh. Our sample consisted of 455 people 224 of those were representatives of the professional public (whose professions are related to the profession of an SLT – EDhh and are employed in the field of health and/or education and/or social care) and 231 of those were representatives of the lay public (all others). The participants in the research filled in an online questionnaire on public awareness about speech-language therapy and surdopedagogy as well as the work of an SLT – EDhh. The research showed higher awareness in representatives of the professional public in all studied areas (speech-language therapy and surdopedagogy, the work of an SLT-EDhh, education and workplaces of an SLT-EDhh as well as early speech-language and surdopedagogical treatment), compared to the representatives of the lay public. In conclusion, the professional public is more aware of speech-language therapy, surdopedagogy and the aim of work of an SLT-EDhh than the lay public.

Telerehabilitacija omogoča (re)habilitacijo otrok oz. odraslih ljudi z govorno-jezikovnimi motnjami, motnjami požiranja in izgubo sluha, ki iz različnih razlogov ne morejo dostopati do logopeda-surdopedagoga. Storitve potekajo preko informacijsko-komunikacijske tehnologije, pri tem pa sta terapevt in klient krajevno in/ali časovno ločena. V empiričnem delu smo z dvema anketnima vprašalnikoma na vzorcu 102 strokovnih delavcev (logopedov-surdopedagogov, specialnih in rehabilitacijskih pedagogov, psihologov, fizioterapevtov in delovnih terapevtov) in 39 staršev oz. skrbnikov s kvantitativnim raziskovalnim pristopom ter deskriptivno metodo raziskovanja analizirali stališča, poznavanje in uporabo telerehabilitacije na področju logopedije in surdopedagogike. Raziskava je pokazala, da strokovni delavci pri svojem delu v povprečju pogosto uporabljajo informacijsko-komunikacijsko tehnologijo, pri rezultatih se pojavljajo razlike glede na starost, delovno mesto in mesto zaposlitve. Oboji imajo v povprečju dober dostop do tehnologije, potrebne za telerehabilitacijo. Rezultati raziskave so pokazali, da se strokovni delavci ne čutijo dovolj kompetentni za izvajanje telerehabilitacije in razkrivajo željo po dodatnem znanju. Tako kot večina staršev ni vključila otroka v proces nudenja telerehabilitacijskih storitev, tako tudi večina strokovnih delavcev še ni izvajala telerehabilitacije. Tisti, ki so sodelovali v telerehabilitaciji, poročajo, da je ta potekala v primeru jezikovnih, artikulacijskih in motoričnih govornih motenj, v večini preko asinhronih tehnologij. Analiza prednosti in slabosti, ki so jih navedli anketiranci, razkriva, da med deleži ni statistično značilnih razlik (p < 0,05). Velik delež anketirancev je odgovarjal na vprašanja na podlagi teoretičnega znanja, saj je le majhen del obojih že izvajal oz. sodeloval v telerehabilitaciji in tako lahko podal odgovore na podlagi lastnih izkušenj. Zbrani podatki so pokazali, da več kot polovica strokovnih delavcev in staršev nima znanja o telerehabilitaciji, tisti, ki ga imajo, so ga v večini pridobili z lastnim izobraževanjem. Starši menijo, da je telerehabilitacija najbolj primerna v primeru prevelike oddaljenosti od klienta, strokovni delavci pa bi jo uporabili v primeru posveta s klientom/skrbnikom ter za obravnavo jezikovnih motenj. Naprej raziskava kaže bolj pozitivna stališča v zvezi s telerehabilitacijo s strani strokovnih delavcev, podrobnejša analiza je razkrila statistično značilne razlike (p < 0,05) pri več trditvah. Telerehabilitacija v slovenskem prostoru še ni razširjena, zato želimo s spoznanji magistrskega dela pripomoči k boljši ozaveščenosti strokovnjakov in širše javnosti ter vplivati na morebitna nadaljnja raziskovanja, razvoj in uporabo v Sloveniji. Telerehabilitation enables (re-)habilitation of children and adults with speech and language disorders, swallowing disorders and hearing loss who, for various reasons, cannot access a speech-language therapist. The services are provided through information and communication technology, with the therapist and the client being separated locally and / or in time. The empirical part of the research is based on two questionnaires with a sample of 102 professionals (speech-language therapist, special and rehabilitation pedagogues, psychologists, physiotherapists and occupational therapists) and 39 parents or caregivers with a quantitative research approach and a descriptive research method to analyze the views, knowledge and use of telerehabilitation in the field of speech-language therapy. The research showed that professionals often use information and communication technology in their work, and the results show differences according to age, job and place of employment. Both have, on average, good access to the technology needed for telerehabilitation. The results of the research showed that professionals do not feel competent enough to perform telerehabilitation and reveal a desire for additional knowledge. Just as most parents did not involve their children in the process of providing telerehabilitation services, so most professionals have not yet performed telerehabilitation. Those involved in telerehabilitation report that it took place in the case of language, articulation, and motor speech disorders, mostly through asynchronous technologies. The analysis of the advantages and disadvantages mentioned by the respondents reveals that there are no statistically significant differences between the groups (p < 0.05). A large proportion of respondents answered questions based on theoretical knowledge, as only a small part of both have already implemented or participated in telerehabilitation and were thus able to provide answers based on their own experience. The data collected showed that more than half of professionals and parents do not have knowledge of telerehabilitation: those who have it have mostly acquired it through their own education. Parents are of the opinion that telerehabilitation is most appropriate in the case of excessive distance from the client, and professionals would use it in the case of consultation with the client / guardian and to address language disorders. Further, the research shows more positive attitudes regarding telerehabilitation by professionals: a more detailed analysis revealed statistically significant differences (p < 0.05) in several claims. Telerehabilitation is not yet widespread in Slovenia, so we want to use the findings of this master's thesis to help raise the awareness of professionals and the general public and influence possible further research, development and use in Slovenia.

Število otrok s posebnimi potrebami, vključenih v vzgojno-izobraževalne programe s prilagojenim izvajanjem in dodatno strokovno pomočjo, se povečuje. S tem se povečuje tudi potreba po strokovnih delavcih, ki jim nudijo podporo pri uspešnem vključevanju vanje. Ta se zagotavlja z nudenjem dodatne strokovne pomoči s strani strokovnjaka na področju posebnih potreb, ki jih pri posameznem otroku opažamo. Na področju vzgoje in izobraževanja gluhih in naglušnih otrok je to surdopedagog. Večina surdopedagogov, ki izvajajo dodatno strokovno pomoč, opravljajo svoje delo kot mobilni surdopedagogi. To pomeni, da delo opravljajo v več ustanovah. Delo mobilnega surdopedagoga zajema širok spekter nalog – od načrtovanja in nudenja pomoči samemu otroku, do sodelovanja z njegovimi starši, vzgojitelji, učitelji ter drugimi strokovnimi delavci, ki so v stiku z otrokom. Skupaj z njimi načrtuje in evalvira načine pomoči, po potrebi pa jim nudi tudi informacije o značilnostih in funkcioniranju otroka ali predstavi ustrezne strategije dela z njim. Delo mobilnega surdopedagoga je bilo v slovenskem prostoru v manjši meri že raziskano, ni pa še bila izvedena bolj poglobljena raziskava, usmerjena zgolj na ta strokovni profil. Vsaka skupina otrok s posebnimi potrebami potrebuje njim ustrezne pristope, metode in tehnike nudenja pomoči. Tudi delo z gluhimi in naglušnimi otroki zahteva prilagojene načine dela, nekoliko drugačne pogoje, pripomočke in organizacijo dela, saj gluhi in naglušni otroci predstavljajo zelo heterogeno skupino otrok s posebnimi potrebami. V empiričnem delu smo raziskali različne vidike izvajanja dodatne strokovne pomoči s strani mobilnega surdopedagoga. Opravili smo šest intervjujev z mobilnimi surdopedagoginjami, zaposlenimi na Zavodu za gluhe in naglušne Ljubljana, Centru za sluh in govor Maribor ter Centru za komunikacijo, sluh in govor Portorož. Raziskava je pokazala, da so se pogoji in organizacija dela mobilnih surdopedagogov kot izvajalcev dodatne strokovne pomoči z leti izboljšali, še vedno pa obstajajo področja, ki zahtevajo spremembe. Intervjuvanke so kot svoje najpogostejše naloge izpostavile neposredno delo z otrokom ter sodelovanje s strokovnimi delavci in starši. Sodelovanje tako s strokovnimi delavci kot s starši vse sodelujoče ocenjujejo kot zadovoljujoče. Pri urah dodatne strokovne pomoči še vedno prevladuje individualno delo, v katerega surdopedagoginje vključujejo elemente različnih metod in pristopov. Polovica sodelujočih prostorske in materialne pogoje na ustanovah vidi kot primerne, tri pa se s tem ne strinjajo. Na področju organizacije kot najzahtevnejšo omenjajo sestavo urnika. Kot največjo prednost takšnega načina dela izpostavljajo svobodo pri delu, med izzivi pa se je pojavila širša paleta odgovorov na področjih pogojev dela, sodelovanja in strokovne podpore ter sistemskih pomanjkljivosti. Together with the increasing number of special needs children enrolled in educational programmes with adapted implementation and additional professional assistance also, the need for professional workers offering them support during their inclusion into these programmes heightens. This support, referred to as additional professional assistance, is provided by an expert, specialised in the field of special needs that children require. In the domain of education of the deaf and hard of hearing, the professional workers offering such assistance are teachers of the deaf and hard of hearing. The majority of them are mobile teachers, which suggests they are simultaneously working at more than one institution. Their work obligations include a wide range of tasks – planning and implementing assistance to a child and cooperation with their parents, kindergarten and school teachers and other professionals in contact with the child. Together they endeavour to organise and evaluate types of assistance and, if required, teachers also provide information about child's characteristics and their functioning and introduce appropriate teaching strategies. In Slovenia, the work of a mobile teacher of the deaf and hard of hearing has been, to a lesser extent, already researched, however, no in-depth study focused solely on this profession has yet been conducted. Every group of special needs children requires suitable assistance approaches, methods and techniques, which applies to the deaf and hard of hearing as well. Since the deaf and hard od hearing are a very heterogeneous group of special needs children, assisting them necessitates adapted working practices, different conditions, teaching aids and organisation of work. The empirical part examined various aspects of providing additional professional assistance by mobile teachers of the deaf and hard of hearing. Six interviews with mobile teachers of the deaf and hard of hearing employed at Zavod za gluhe in naglušne Ljubljana, Center za sluh in govor Maribor and Center za komunikacijo, sluh in govor Portorož were conducted. The research has indicated that working conditions and work organisation of mobile teachers of the deaf and hard of hearing have ameliorated over the years, yet there is still room for improvement in certain domains where further changes are required. The interviewees' most common tasks proved to be direct assistance for the child and cooperation with other professional workers and parents the latter was evaluated as satisfactory by all the participants. Since additional professional assistance is predominantly carried out individually, mobile teachers of the deaf and hard of hearing are able to include elements of different methods and approaches. The study also revealed that half of the participants consider their work space and institutions' material conditions as adequate, whereas the other three disagree. In the sphere of organisation, the most commonly mentioned difficulty was setting timetables. The interviewees emphasised freedom at work as the main advantage of this job, whereas in terms of its challenges, there was a greater variety of answers: spanning from working conditions, cooperation and professional support to systemic deficiencies.

Izraz telerehabilitacija označuje rehabilitacijske storitve na daljavo z uporabo informacijsko-komunikacijske tehnologije. Telerehabilitacija v logopediji in surdopedagogiki predstavlja enega izmed možnih alternativnih načinov za zagotavljanje in izboljšanje dostopnosti do logopedskih in surdopedagoških terapij. Znanstvena spoznanja s področja telerehabilitacije pri delu z različnimi govorno-jezikovnimi motnjami so pokazala visoko ujemanje med tradicionalno terapijo in telerehabilitacijo. V tujini je bilo opravljenih več raziskav o telerehabilitaciji raziskovalci so med drugim raziskovali kvaliteto telerehabilitacijskih storitev v primerjavi s tradicionalnimi storitvami rehabilitacije, ugotavljali učinkovitost telerehabilitacije pri različnih populacijah z različnimi patologijami govorno-jezikovnih motenj, medtem ko je nekaj raziskav preučevalo tudi stališča logopedov glede uporabe telerehabilitacije. Omejitve in pomisleki glede uporabe telerehabilitacije v logopedski ali surdopedagoški terapiji se nanašajo predvsem na odsotnost neposrednega fizičnega kontakta v terapiji, kar izpostavljajo tudi logopedinje in surdopedagoginje, ki so sodelovale v raziskavi magistrskega dela. Kljub temu telerehabilitacija glede na dosedanja znanstvena spoznanja nudi potencial za izboljšanje dostopnosti do logopedskih in surdopedagoških terapij. Zaradi pomanjkanja strokovnih delavcev in zasedenosti le-teh se s problemom zagotavljanja kakovostnih terapij srečujemo tudi v Sloveniji. Empirični del magistrskega dela prinaša vpogled v področje telerehabilitacije z vidika slovenskih logopedov in surdopedagogov. Uporabili smo avtorski vprašalnik, ki smo ga oblikovali na podlagi znanstvenih in strokovnih teoretskih spoznanj z raziskovanega področja. Z raziskavo smo želeli ugotoviti, kakšno je poznavanje telerehabilitacije logopedov in surdopedagogov v Sloveniji. Cilj raziskave je bil tudi ugotoviti, kako logopedi in surdopedagogi ocenjujejo možnost uporabe telerehabilitacijskih storitev, kaj menijo o potrebnih kompetencah za izvajanje telerehabilitacije ter kakšen pogled imajo na telerehabilitacijo v prihodnosti. Vzorec je predstavljalo 13 logopedinj in surdopedagoginj iz šolske in zdravstvene dejavnosti. S pridobljenimi odgovori intervjuvank smo ugotovili, da je poznavanje telerehabilitacije med logopedi in surdopedagogi zelo dobro. Vse intervjuvanke s telerehabilitacijo še niso imele izkušenj, a so na koncu intervjuja skoraj vse (12 od 13-ih intervjuvanih) odgovorile, da bi v prihodnosti uporabile telerehabilitacijo v terapijah. Pri analizi odgovorov smo ugotovili tudi, da le pet intervjuvank meni, da je telerehabilitacija lahko enakovredna tradicionalni terapiji. Ob tem so najpogosteje dodale, da je nekatere dejavnike tradicionalne terapije preko telerehabilitacije nemogoče nadomestiti. Zelo različna mnenja so intervjuvanke podale tudi glede primernosti vseh delov logopedske/surdopedagoške terapije za telerehabilitacijo. Nekaterim se zdi telerehabilitacija bolj primerna za intervencijo, drugim pa za oceno in diagnostiko. Teoretična spoznanja iz tujine potrjujejo primernost vseh delov terapije za telerehabilitacijo. Najpogostejše prednosti telerehabilitacije, ki so jih navedle intervjuvanke, so večja dostopnost do logopedskih/surdopedagoških storitev, prihranek pri času in vožnji, večja sproščenost klienta ter lažje prilagajanje urnika. V prihodnosti intervjuvanke ocenjujejo možnost postopnega uvajanja telerehabilitacije v logopedijo in surdopedagogiko, vendar bolj kot samostojno terapijo omenjajo telerehabilitacijo kot doprinos h klasični terapiji ali kot kombinacijo s klasično terapijo. Z rezultati raziskave smo želeli prispevati k razvoju stroke in spodbuditi poseganje po računalniški ter komunikacijski tehnologiji, ki lahko z različnih vidikov olajša in izboljša logopedske in surdopedagoške terapije. Namen raziskave je bil tudi spodbuditi logopede in surdopedagoge k poglobljenemu razmisleku o uporabi telerehabilitacije in pomenu le-te v prihodnosti. The term telerehabilitation refers to remote rehabilitation services using information and communication technologies. Telerehabilitation in speech therapy and surdopedagogy is one of the possible alternative ways to ensure and increase access to speech therapy and surdopedagogy therapies. Scientific knowledge in the field of telerehabilitation in working with various speech and language disorders has shown a high use between traditional therapy and telerehabilitation. Several studies on telerehabilitation have been conducted abroad among other things, researchers researched quality telerehabilitation services in the form of traditional rehabilitation services, determined the effectiveness of telerehabilitation in different populations with various pathologies of speech and language disorders, and some research is planned from the speech therapists’ point of view of regarding the use of telerehabilitation. Limitations and concerns regarding the use of telerehabilitation in speech therapy or deaf pedagogy therapies relate mainly to the absence of direct physical contact in therapies, which also highlights speech therapists and deaf pedagogues who participated in the research of the master's thesis. The key topic of telerehabilitation, according to current scientific knowledge, offers the potential to improve access to speech therapy and deaf pedagogy therapies. Due to the lack of professional staff and their occupancy, the problem is provided by quality therapy which we also encounter in Slovenia. The empirical part of the master's thesis provides an insight into the field of telerehabilitation from the Slovenian speech therapists’ and deaf educators’ point of view. We used an author's questionnaire, which was designed based on scientific and professional theoretical knowledge from the research field. With the research, we wanted to find out what is the knowledge of the telerehabilitation of speech therapists and deaf educators in Slovenia. The aim of the research was also to find out how speech therapists and deaf educators assess the possibility of using telerehabilitation services, what they think about the necessary competencies for telerehabilitation treatment, and what they look at telerehabilitation in the future. The sample consisted of 13 speech therapists and deaf pedagogues from school and healthcare. With the obtained answers of the interviewees, we found that the knowledge of telerehabilitation between speech therapists and deaf educators is very good. All interviewees with telerehabilitation did not yet have the experience. At the end of the interview, however, almost all (12 out of 13 interviewees) answered that they would use telerehabilitation in therapies in the future. After analyzing the responses, we also found that only five interviewees believe that telerehabilitation can be equivalent to traditional therapy. The most frequent answer given by the interviewees is that some factors of traditional therapy are impossible to replace through telerehabilitation. The interviewees also gave very different opinions regarding the suitability of all parts of speech therapy/deaf pedagogy therapy for telerehabilitation. Some find telerehabilitation more appropriate for intervention and others for assessment and diagnosis. Theoretical findings from abroad confirm the suitability of all parts of therapy for telerehabilitation. The most common advantages of telerehabilitation mentioned by the interviewees are greater access to speech therapy/deaf pedagogical services, savings in time and driving, greater relaxation of the client, and easier adjustment of the schedule. In the future, the interviewees evaluate the possibility of a gradual introduction of telerehabilitation in speech therapy and deaf pedagogy. More than stand-alone therapy, however, they mention telerehabilitation as a contribution to classical therapy or as a combination with classical therapy. With the results of the research, we wanted to contribute to the development of the profession and encourage the intervention of computer and communication technology which can facilitate and improve speech therapy and deaf pedagogy therapies from various aspects. The purpose of the research was also to encourage speech therapists and deaf educators to think in-depth about the use of telerehabilitation and its importance in the future.

Mnogo oseb, ki živijo v domovih za starejše, se sooča s komunikacijskimi težavami ali disfagijo. Te so posledica različnih zdravstvenih težav, kot so možganska kap, možganska poškodba, Parkinsonova bolezen, demenca, okvara sluha, rak glave in vratu. Že same starostne spremembe zaradi atrofije mišic, zmanjšanega delovanja organskih sistemov in sprememb v živčnem sistemu vplivajo tudi na področje komunikacije. V domovih za starejše občane za zdravstveno nego stanovalcev skrbijo zdravstveni tehniki ter bolničarji negovalci, zaposleni so tudi socialni delavci, fizioterapevti in delovni terapevti. Poleg dobrega fizičnega zdravja na kvaliteto življenja posameznika močno vplivajo njegovo prijetno počutje, dobri socialni odnosi in samopodoba. Če oseba ni zmožna sporočiti svojih potreb in želja, se sporazumevati s svojci ali se sama ustrezno in varno prehranjevati, to vpliva na kakovost njenega življenja. Logoped in surdopedagog je tisti strokovnjak, ki poskuša pri osebi ponovno vzpostaviti funkcionalno komunikacijo in varno požiranje. V različnih državah po svetu imajo v domovih za starejše zaposlene logopede, vedno bolj se poudarja tudi pomembnost logopeda v timu paliativne oskrbe. A v Sloveniji vloga logopeda in surdopedagoga v domovih za starejše še ni kaj dosti raziskana, čeprav število starejših oseb narašča. Z izvedeno kvalitativno raziskavo smo ugotavljali, ali bi logoped in surdopedagog lahko doprinesel k izboljšanju kvalitete življenja stanovalcev v domovih za starejše in skušali opredeliti njegovo vlogo. Opravljenih je bilo sedem polstrukturiranih intervjujev v petih različnih domovih za starejše. Intervjuji so bili narejeni z vodjami nege in oskrbe ter zdravstvenimi tehniki. Raziskava je pokazala, da ima veliko stanovalcev v domovih za starejše težave na področju komunikacijskih težav, motenj požiranja in okvar sluha. Posledice teh težav pa vplivajo na vse dimenzije kvalitete življenja, predvsem pa na posameznikovo psihično zdravje, neodvisnost in družbene odnose. Sogovorniki v vseh intervjujih so povedali, da bi logoped lahko bil zaposlen v domu za starejše, vsi razen enega so izrazili mnenje, da bi ga v domu res potrebovali. S svojim znanjem bi pomagal izboljšati kvaliteto življenja stanovalcev v domovih za starejše, hkrati pa tudi nudil oporo ostalim zaposlenim v domu ter svojcem stanovalcev. Njegovo najpomembnejšo vlogo zaposleni vidijo predvsem pri pomoči stanovalcem s težavami v govoru in komunikaciji. Numerous nursing home residents experience difficulties in communication or swallowing, which have occurred due to various health issues such as stroke, traumatic brain injury, Parkinson's disease, dementia, hearing impairment, and head and neck cancer. With ageing, the human body undergoes several changes which affect communication, namely muscle atrophy, reduced organ systems functions and nervous system changes. Nursing home personnel consists of nurses, care assistants, social workers, physiotherapists and occupational therapists. General physical well-being, good social interaction and positive self-image are some of the factors contributing to a person’s quality of life what may further impair their quality of life is them being unable to express their needs and wishes, communicate with their relatives and feed themself appropriately and safely. Speech and language therapists are experts who attempt to restore a person’s functional communication and safe swallowing. In various countries around the globe, their importance in elderly care has already been recognised, which can be observed in speech and language therapists being employed in nursing homes. The role of speech and language therapist in palliative care team is also beginning to be recognized as important. Despite the increasing number of the elderly in Slovenia, the research done in this domain is still insufficient. The intention of the thesis’ research was to ascertain whether a speech and language therapist could contribute to a better quality of life of nursing home residents and determine their role in this setting. Seven semi-structured interviews with chief nursing officers and nurses have been conducted in five different nursing homes. The results have indicated that a lot of nursing home residents face difficulties in communication, swallowing and hearing their consequences exert an impact on all dimensions of quality of life, especially psychological well-being, independence and social interaction. All the interviewed nursing homes employees support the idea of a speech and language therapist being employed in nursing homes and six out of seven of them have stated that a speech and language therapist in their facility is solicited since, with the knowledge they possess, they could improve residents' quality of life and offer support and guidance to other employees and residents' relatives. According to the interviewed employees, the most crucial rule attributed to speech and language therapists in nursing homes would be aiding the elderly with speech and communication difficulties.

Cilj diplomskega dela je bil ugotoviti, kako vzgojiteljica in pomočnica prilagajata vzgojno-izobraževalno delo otroku s sladkorno boleznijo tipa 1. Pri tem želimo ugotoviti, katere prilagoditve deček s to boleznijo potrebuje v vzgojno-izobraževalni ustanovi. Diplomsko delo je razdeljeno na dva dela v teoretičnem delu sem se najprej osredotočila na otroke s posebnimi potrebami ter opredelila zakonsko podlago, s katero uresničujemo smernice in pravice otrok s posebnimi potrebami. Otrok s posebnimi potrebami, ki so vključeni v večinske vrtce, je v današnjem času veliko, vedno več pa je med njimi tudi dolgotrajno bolnih otrok, ki zbolijo za različnimi kroničnimi boleznimi, ena izmed njih je tudi sladkorna bolezen. V nadaljevanju teoretičnega dela sem opisala prilagoditve dolgotrajno bolnih otrok. Osredinila sem se tudi na to, kaj je sladkorna bolezen, katere tipe sladkorne bolezni poznamo, kako poteka zdravljenje sladkorne bolezni, kakšni so lahko zapleti in ukrepanje ob le-teh. Kot bodoča vzgojiteljica sem del posvetila tudi vlogi vzgojitelja in pomenu sodelovanja vzgojitelja in starša otrok s posebnimi potrebami. Opisala pa sem tudi prilagoditve, ki jih potrebuje otrok s sladkorno boleznijo v vrtcu in jih mora pri svojem vzgojno-izobraževalnem delu upoštevati vzgojitelj. V empiričnem delu sem s pomočjo kvalitativne raziskave in polstrukturiranih intervjujev vzgojiteljice, pomočnice ter spremljevalke otroka s sladkorno boleznijo tipa 1 ugotovila, da so na področju prilagajanja vzgojnega dela najpomembnejše prilagoditve pri izvajanju gibalnih dejavnosti, pri dnevni rutini predvsem pri hranjenju in da morajo biti vsi strokovni delavci dobro strokovno izobraženi o sladkorni bolezni in rokovanju s pripomočki katere otrok potrebuje zaradi narave svoje bolezni (inzulinska črpalka, merilec krvnega sladkorja). Ugotovitve diplomskega dela bodo vzgojiteljem omogočile vpogled v sladkorno bolezen, prilagoditve, ki jih tak otrok potrebuje v vrtcu, ter pomagale pri organizaciji in izvajanju dela v vzgojno-izobraževalni ustanovi. The diploma thesis aimed to get an insight into how the educator and the educational assistant adapt the educational work to the child with type 1 diabetes. We wanted to find out what adjustments the boy with this disease needs in the educational institution. Diploma work has two parts. In the theoretical part, I firstly focused on the children with special needs and defined the legal basis with which we implement the guidelines and rights of children with special needs. Nowadays, many children with special needs are attending conventional types of kindergartens. However, there are also more and more long-term sick children who suffer from various chronic diseases, one of which is diabetes. In the theoretical part, I described the adaptations of long-term sick children. I also focused on what diabetes is, what types of diabetes we know, how is treated, what are the possible complications, and which actions can we take. As a future educator, I dedicated one part of the diploma work to the role of the educator and the importance of cooperation between the educator and the parent of children with special needs. I also described the adjustments that a child with diabetes needs in kindergarten, which the educator must take into account in their educational work. The empirical part is based on qualitative research and semi-structured interviews with an educator, educational assistant and personal assistant of a child with type 1 diabetes. I found out that in adapting educational work, the most important adjustments are physical activity, daily routine and feeding. Child workers are well educated about diabetes and with the handling of devices that the child needs because of the nature of their disease (insulin pump and blood sugar meter). Findings provide educators with an insight into diabetes and into what type of adjustments such a child needs in kindergarten. They will also help in the organization and implementation of work in an educational institution.

Sotosov sindrom je genetska motnja, ki je posledica delecije ali mutacije gena NSD1 na 35. kromosomu. Deduje se avtosomno dominantno, lahko pa se mutacija pojavi na novo. Otrok s Sotosovim sindromom ima značilne obrazne poteze, prekomerno rast, kasneje pa se pojavijo tudi učne težave (Tatton-Brown in Rahman, 2007). Ker je Sotosov sindrom redka genetska motnja, je o sindromu na voljo malo informacij. V teoretičnem delu zato podrobno predstavljamo Sotosov sindrom in pot do postavitve diagnoze ter specifične in splošne fenotipske značilnosti sindroma. Sotosov sindrom uvrščamo v skupino sindromov prekomerne rasti, ki so si med seboj zelo podobni. Za napoved poteka in kakovosti otrokovega življenja ter s tem za opredelitev potrebne pomoči je ključno natančno diferencialno diagnosticiranje. V magistrskem delu se podrobneje osredotočamo na govor in jezik oseb s Sotosovim sindromom. V empiričnem delu predstavljamo 6,5 leta staro deklico s Sotosovim sindromom, ki obiskuje program za predšolske otroke s prilagojenim programom in dodatno strokovno pomočjo. Pri ocenjevanju deklice in opisu njenega delovanja smo uporabili različne instrumente. Opravili smo intervju z dekličinimi starši in jih povprašali o razvoju, funkcioniranju in komunikaciji doma ter o sociopragmatičnih sposobnostih. Na osnovi podatkov smo oblikovali govorno-jezikovni profil predšolskega otroka s Sotosovim sindromom pred vstopom v šolo. Izsledki razpoložljivih tujih raziskav o posameznikih s Sotosovim sindromom kažejo na večji ali manjši zaostanek v govorno-jezikovnem razvoju. Z največ težavami se osebe s Sotosovim sindromom srečujejo na področjih ekspresivnega jezika in sociopragmatike, sicer pa njihove jezikovne sposobnosti sovpadajo z intelektualnim funkcioniranjem. Ugotovitve smo potrdili tudi v naši raziskavi. Deklica ima težave predvsem z artikulacijo, ekspresivnim jezikom, priklicom besed, sociopragmatiko, abstraktnim mišljenjem in sposobnostjo reševanja problemov. Kljub temu dobro razume in izraža čustva ter je senzibilna in empatična. Težave, s katerimi se srečuje, so posledica Sotosovega sindroma in obrojstvene asfiksije. Zaključujemo, da imajo osebe s Sotosovim sindromom težave na govorno-jezikovnem področju in na področju sociopragmatike, izraženost njihovih težav pa je odvisna tudi od pridruženih težav oziroma zapletov. Sotos syndrome is a genetic disorder caused by the deletion or mutation of the NSD1 gene on the 35th chromosome. It is inherited in an autosomal dominant manner or as a de nuovo pathogenic variant. Children with Sotos syndrome have characteristic facial features, experience excessive physical growth before and after birth, and later learning difficulties (Tatton-Brown and Rahman, 2007). Since the Sotos syndrome is a very rare genetic disorder, only little information about the syndrome is available. In the theoretical part, we therefore set out in detail the Sotos syndrome and the route to diagnosis, as well as the specific and general phenotypic characteristics of the syndrome. Sotos syndrome can be classified into a group of syndromes of excessive growth, which share similar characteristics. An accurate differential diagnosis is crucial for predicting the course and the quality of a child's life and thus identify the help needed. In the master's thesis we focus more closely on the speech and language of people with Sotos syndrome. In the empirical part, we present a 6.5-year-old girl with Sotos syndrome who attends an adapted pre-school programme with additional professional assistance. In evaluating the girl and describing her performance we used different instruments. We have conducted an interview with the girls' parents and have inquired about the girl's development, handling daily life situations and communication at home, and her socio- pragmatic abilities. Based on the data, we have formed a speech-and-language profile of a pre-school child with Sotos's syndrome before entering school. The findings of available foreign research on individuals with Sotos syndrome indicate a lager or a minor lag in the speech and language development. People with Sotos Syndrome face most difficulties in the areas of expressive language and socio- pragmatic abilities, otherwise their language abilities coincide with their intellectual functioning. These findings were also confirmed in our research. The girl experiences problems mainly with articulation, expressive language, word retrieval, in the field of socio-pragmatics, abstract thinking and with the problem-solving ability. Nevertheless, she understands and expresses emotions well, is sensitive and empathetic. The difficulties she encounters are caused by Sotos syndrome and perinatal asphyxia. We conclude that people with Sotos syndrome have language problems, experience difficulties in the field of socio-pragmatics and that the severity of their problems is also dependent on their associated problems or complications.

Afazije so pridobljene centralne jezikovne motnje, ki jih z vidika lingvistike opisujemo kot oškodovanost različnih komponent jezikovnega sistema (fonologije, leksike, sintakse in semantike). Zajemajo vse ekspresivne in receptivne jezikovne modalitete: govor, razumevanje, branje in pisanje. Vedno se pojavijo večmodalno. V logopedski terapiji1 oseb z afazijo se uporabljajo različne tehnike in metode. V magistrskem delu je predstavljen terapevtski koncept MODAK – Modalitätenaktivierung in der Aphasietherapie. Gre za program modalitetne aktivacije v terapiji afazij avtorice dr. Luise Lutz, klinične lingvistke iz nemško govorečega okolja. Osnovni cilj terapije po konceptu MODAK je prek aktivacije štirih jezikovnih modalitet – govora, razumevanja, branja in pisanja – razvijati pacientove2 komunikacijske sposobnosti in avtomatizacijo posameznih jezikovnih reakcij. Koncept je bil večkrat modificiran v svoji osnovni izvedbi je bil namenjen bolnikom s težkimi oblikami afazije in s ciljem doseganja minimalnih jezikovnih in komunikacijskih veščin. Pozneje se je izkazal kot izjemno uporabno gradivo za prilagajanje in razširjanje na vse težavnostne stopnje afazij. Osnovni program koncepta, ki je v magistrskem delu predstavljen, se izvaja s pomočjo štirih situacijskih slik s sedmimi koraki zagona do dialoga (vaje kazanja slike, dodelitve stavka, vrnitve stavka, vrnitve slike, polaganja črk, prepisa brez naglašenega vokala in samostojnega pisanja) in dialogom. Osnovni cilj magistrskega dela je bil preizkusiti koncept MODAK v klinični praksi pri slovensko govorečem pacientu z afazijo po možganski kapi. V empiričnem delu je s študijo primera predstavljena uporaba koncepta pri pacientki v kronični fazi motorične afazije. Logopedska terapija se je izvajala tri tedne po pet dni, eno srečanje pa je trajalo približno 60 min. Uspešnost terapije smo preverjali z dvema instrumentarijema, in sicer s FAST (Frenchay Aphasia Screening Test) in z Vprašalnikom o količini pacientove vsakdanje komunikacije, ki smo ju uporabili pred začetkom in po koncu izvajanja logopedske terapije. Glede na FAST se je razumevanje od začetnega do končnega merjenja izboljšalo za 28,6 odstotka branje se je izboljšalo za 66,6 odstotka govor pa se je od začetnega do končnega merjenja izboljšal za 33,3 odstotka. Vprašalnik o količini pacientove vsakdanje komunikacije je pokazal, da se je stanje, glede na pacientkine odgovore, po terapiji izboljšalo na devetih področjih, pri šestih predpostavkah pa se stanje ni spremenilo. Omenjeni vprašalnik je izpolnjevala tudi pacientkina hči in glede na njene odgovore se je stanje po izvajanju terapije pri pacientki izboljšalo na šestih področjih in ostalo enako na devetih področjih. Rezultati so torej pokazali, da je izvajanje logopedske terapije po konceptu MODAK pri slovensko govorečem pacientu uspešno. Aphasia is an acquired central language disorder, which from the point of view of linguistics is described as damage to various components of the language system (phonology, vocabulary, syntax and semantics). It covers all expressive and receptive language modalities: speaking, comprehension, reading and writing. It always appears multimodal. Various techniques and methods are used in speech therapy1 for people with aphasia. In the master's thesis, the therapeutic concept MODAK - Modalitätenaktivierung in der Aphasietherapie is presented. It is a program of modality activation in the therapy of aphasia by dr. Luise Lutz, clinical linguists from a German- speaking environment. The basic goal of MODAK therapy is to develop the patient's2 communication skills and to automate individual language reactions through the activation of four language modalities - speech, comprehension, reading and writing. The concept has been modified several times in its basic implementation, it was intended for patients with severe forms of aphasia and with the aim of achieving minimal language and communication skills. It later proved to be an extremely useful material for adapting and disseminating to all levels of difficulty of aphasia. The basic program of the concept presented in the master's thesis is implemented with the help of four situational images with seven steps of launching to dialogue (exercises of showing a picture, assigning a sentence, returning a sentence, returning a picture, laying letters, transcribing without accented vocals and independent writing) and dialogue. The main goal of the master 's thesis was to test the MODAK concept in clinical practice in a Slovenian speaking patient with aphasia after a stroke. In the empirical part, a case study presents the use of the concept in a patient in the chronic phase of motor aphasia. Therapy was administered for three weeks after five days, and one treatment lasted approximately 60 min. The success of the therapy was checked with two instruments, namely the FAST (Frenchay Aphasia Screening Test) and The communicative Activity Log, which we used before the beginning and after the end of the speech therapy. According to FAST, comprehension improved by 28.6 percent from initial to final measurement reading improved by 66.6 percent speech, on the other hand, improved by 33.3 percent from the initial to the final measurement. The communicative Activity Log showed that, according to the patient's responses, the condition improved after treatment in nine areas, while the condition did not change in the other six assumptions. The mentioned questionnaire was also filled in by the patient's daughter and according to her answers, the condition after the therapy in the patient improved in six areas and remained the same in nine areas. The results thus showed that the implementation of speech therapy according to the MODAK concept in a Slovenian speaking patient is successful.

Predšolsko obdobje je za razvoj govora in jezika zelo pomembno. Malo pred drugim letom začne otrok besede povezovati med seboj in v le nekaj letih preide od uporabe preprostih, nekajbesednih (eno-, dvo-, tro-besednih) izjav k stavkom, podobnim tistim, ki jih uporabljajo odrasli. Večina otrok usvaja jezik in govor samostojno, ob spodbudah iz okolja in posnemanju govornega vzora v njihovi okolici. Včasih pa otroci pri tem potrebujejo nekaj več pomoči. Pomembno je, da težave zgodaj prepoznamo in otroku nudimo ustrezno spodbudo ter primerno strokovno pomoč. Strokovnjaki si pri ocenjevanju govora in jezika poleg standardiziranih testov pomagajo tudi z neformalnimi ocenjevanji. Ena od jezikovnih mer, ki nam lahko pomaga pri ugotavljanju zaostankov v razvoju govora in jezika ter temelji na analizi transkripcije spontanega govora otroka, je povprečna dolžina izjave. Povprečna dolžina izjave predstavlja število besed ali morfemov v vsaki od otrokovih spontanih izjav. Povprečno dolžino izjave na podlagi štetja besed izračunamo tako, da skupno število besed delimo s številom vseh izjav. V empiričnem delu smo s pomočjo za ta namen oblikovanega protokola merili povprečno dolžino izjave otrok, starih štiri in pet let. V vzorec smo vključili 62 otrok, od tega 31 otrok z značilnim govorno-jezikovnim razvojem in 31 otrok, pri katerih so prisotne težave v govorno-jezikovnem razvoju. Povprečno dolžino izjave smo primerjali glede na starost, spol in govorno-jezikovni razvoj. Z raziskavo smo ugotovili, da povprečna dolžina izjave na podlagi štetja besed s starostjo narašča. Petletni otroci imajo pri povprečni dolžini izjave v povprečju statistično pomembno višje vrednosti od štiriletnih otrok. Pri otrocih z značilnim govorno-jezikovnim razvojem povprečna dolžina izjave med četrtim in petim letom variira med 4,0 in 5,4. Raziskava je pokazala, da so razlike v vrednostih povprečne dolžine izjave glede na spol statistično pomembne. Deklice imajo pri povprečni dolžini izjave v povprečju pomembno višje vrednosti od dečkov. Prav tako je raziskava pokazala, da se povprečna dolžina izjave otrok z značilnim govorno-jezikovnim razvojem statistično pomembno razlikuje od povprečne dolžine izjave otrok s težavami v govorno-jezikovnem razvoju. Otroci z značilnim govorno-jezikovnim razvojem imajo pri povprečni dolžini izjave v povprečju pomembno višje vrednosti od otrok s težavami v govorno-jezikovnem razvoju. Communication, language, and speech are important aspects of human life as they enable us to function successfully in society. The pre-school period is very important for the development of speech and language. Shortly before the age of two, a child begins to combine words and in just a few years goes from using simple sentences with few words to sentences, which are similar to those used by adults. Most children acquire language and speech on their own, with encouragement from the environment and imitation of the speech patterns in their surroundings. But sometimes children need a little more help. It is important to identify problems early and provide the child with suitable encouragement and appropriate professional help. In addition to standardized tests, experts also use informal assessments to evaluate speech and language. One of the linguistic measures that can help us in identifying lag in speech and language development and is based on the analysis of the transcription of a child’s spontaneous speech is the mean length of utterance. We calculate the mean length of utterance based on counting words by dividing the total number of words by the number of all utterances. In the empirical part of the master’s thesis, we measured the mean length of utterance of children aged four and five by using a protocol designed for this purpose. The sample included 62 children, including 31 children with typical speech and language development and 31 children with disorders in speech and language development. The mean length of utterance was compared by age, gender and speech and language development. In this research, we found out that the mean length of utterance based on counting words is increasing with age. Five-year-old children have statistically significantly higher values at MLU than four-year-olds. In children with typical speech and language development, the mean length of utterance between the ages of four and five varies between 4,0 and 5,4. The survey found that gender differences in MLU values are statistically significant. On average, girls have significantly higher values in MLU than boys. The study also found that the mean length of utterance of children with typical speech and language development is statistically significantly different from the mean length of utterance of children with disorders in speech and language development. On average, children with typical speech and language development have significantly higher values at MLU than children with disorders in speech and language development.

Bolnišnični vzgojitelj v okviru vrtca, ki deluje v enodnevni bolnišnici, predstavlja pomembno vlogo v času bivanja otrok, saj prispeva k pomembnemu procesu zdravljenja in rehabilitaciji otrok. V enodnevno bolnišnico so sprejeti bolni otroci ter otroci z različnimi telesnimi poškodbami, zaradi katerih ostanejo na opazovanju (npr. udarec v glavo, zlomi kosti …) v enodnevni bolnišnici. Med dnevnim bivanjem se srečujejo z raznimi pregledi, preiskavami, prejemi terapij in operacijami, ob katerih občutijo strah in nezaupanje. Ob tem doživljajo neprijetne trenutke tudi njihovi starši. Znotraj bolnišničnega vrtca v enodnevni bolnišnici deluje tudi bolnišnični vzgojitelj, ki bolnim in poškodovanim otrokom ter njihovim staršem nudi čim bolj prijetno in prijazno bivanje v bolnišnici. V empiričnem delu diplomskega dela smo s pomočjo vprašalnika, oblikovanega za namen raziskave, med tremi skupinami (strokovni zdravstveni delavci, strokovni pedagoški delavci in starši) s po 50 posamezniki ugotavljali pomembnost bolnišničnega vrtca. Ugotovili smo, da je vsem trem skupinam posameznikov pomembna prisotnost bolnišničnega vrtca pri enodnevnem sprejemu otrok v bolnišnico. Staršem je najbolj pomembno, da otrok v času enodnevnega sprejema v bolnišnico zamenja prostor bolnišnične sobe za igralnico, v kateri mu vzgojitelj omogoča gibanje po prostoru, nabiranje novih idej in krepitev želja po ustvarjalnem sodelovanju. Strokovnim zdravstvenim delavcem je najbolj pomembna vključenost otroka v bolnišnično igralnico z namenom, da otrok izboljša svoje čustveno stanje. Strokovnim pedagoškim delavcem je najbolj pomembno, da bolnišnični vzgojitelj prek igre ozavešča otroka o prilagojenem načinu življenja zaradi bolezni, poškodb ... Med skupinami smo ugotovili določene statistično pomembne razlike v stališčih do pomembnosti bolnišničnega vrtca, ki pridejo na enodnevni sprejem. Staršem je v primerjavi s strokovnimi pedagoškimi delavci pomembnejše, da vzgojitelj bolnišničnega vrtca obišče otroke in jih spodbudi k različnim aktivnostim, da otrok s pomočjo igre vzgojitelja lažje premaguje stiske, ki jih doživlja zaradi različnih zdravstvenih posegov, pregledov, terapij v bolnišnici, da vzgojitelj prispeva k boljšemu čustvenemu in socialnemu vzdušju otroka in staršev, da vzgojitelj nudi spodbudno okolje s pestrim izborom vsebin, da otrok zamenja prostor bolnišnične sobe za igralnico, anketiranim staršem je v primerjavi s strokovnimi pedagoškimi delavci tudi pomembnejša vključenost otroka v bolnišnično igralnico z vidika izboljšanega čustvenega stanja otroka, ter da vzgojitelj staršem otrok predstavlja veliko oporo v času bivanja njihovih otrok v bolnišnici. Strokovnim zdravstvenim delavcem je v primerjavi s strokovnimi pedagoškimi delavci bolj pomembno, da vzgojitelj obišče otroke in jih spodbudi k različnim aktivnostim, da otrok s pomočjo igre lažje premaguje stiske, ki jih doživlja zaradi različnih zdravstvenih posegov, pregledov, terapij v bolnišnici, da vzgojitelj nudi spodbudno okolje s pestrim izborom vsebin, da zamenja prostor bolnišnične sobe za igralnico, da so seznanjeni z možnostjo vključitve v bolnišnični vrtec. Strokovnim zdravstvenim delavcem je v primerjavi s strokovnimi pedagoškimi delavci pomembnejša vključenost otroka v bolnišnično igralnico z vidika izboljšanega čustvenega stanja otroka ter da vzgojitelj staršem otrok predstavlja veliko oporo v času bivanja njihovih otrok v bolnišnici. Child care workers in day hospital kindergartens are highly important as they play a significant role in the treatment and rehabilitation process during the children's stay at the hospital. Day hospitals admit sick children and children with physical injuries (such as head injuries, bone fractures, etc.) that need to stay under observation. During their stay, children undergo examinations, tests, therapy, and surgery that can cause fear and distrust. Their parents experience unpleasant moments as well. Kindergartens in day hospitals employ child care workers whose task is to ensure that sick and injured children and their parents have as pleasant and friendly of a stay at the hospital as possible. For the empirical part of our thesis, we used a specifically designed questionnaire to determine the importance of hospital kindergartens for three groups consisting of 50 persons each: health professionals, teachers, and parents. We found that all three groups felt strongly about the importance of kindergartens in day hospitals. Parents found it important that, during their time at the day hospital, children were not placed in regular hospital rooms, but playrooms in which child care workers let them move around, explore new ideas, and provide opportunities for creative cooperation. For health professionals, the most important thing was that the children spent time in hospital playrooms as it would improve their emotional states. Teachers found it important that children were taught by child care workers through play how to adjust to life with illness or after injury. Statistically significant differences between the groups were found in their attitudes towards the importance of kindergartens in day hospitals. Compared to teachers, parents felt it was more important for childcare workers to visit the children and encourage them to participate in various activities to alleviate the distress they experienced because of surgical procedures, hospital examinations, and therapy. In additional, they believed it essential that child care workers took care to improve the emotional and social states of both the children and the parents, as well as create a stimulating environment with diverse opportunities for interaction. In addition, parents wanted their children to be placed in playrooms rather than hospital rooms. Compared to teachers, parents preferred hospital playrooms because of their positive impact on children's emotional states. They also agreed that child care workers were of great support to their children during their stay at the day hospital. Health professionals, on the other hand, found it more important than teachers that child care workers visited the children and encouraged them to participate in various activities and believed that play helped ease the distress children felt because of surgical procedures, hospital examinations, and therapy. They also found it important for childcare workers to create a stimulating environment with a varied selection of activities, for hospital rooms to be replaced with playrooms, and that they were acquainted with the possibility for children to be enrolled into the hospital kindergarten. Compared to teachers, health professionals found playrooms to be more important because of their positive impact on the emotional states of the children and that the child care workers were of great support to the parents of the children during their children's stay in the hospital.

Polžev vsadek je individualni slušni pripomoček in je elektronska naprava, s pomočjo katere gluhe osebe tako zaznajo kot prepoznajo oz. slišijo zvok iz okolice. Kljub zgodnji implantaciji polževega vsadka pa se lahko pojavijo odstopanja pri razvoju govora, jezika in komunikacijskih zmožnosti. Komunikacija omogoča posamezniku izmenjavo informacij in vključenost v družbo, kjer sta ključna elementa tudi dobra govorna razumljivost in razvite sociopragmatične spretnosti. V teoretičnih izhodiščih magistrskega dela smo opredelili področje izgube sluha oz. definirali gluhoto in naglušnost, polžev vsadek ter opredelili vlogo staršev, vzgojiteljev in surdopedagogov v komunikaciji z otroki. Podrobneje so predstavljene sociopragmatične spretnosti ter govorna razumljivost otrok s polževim vsadkom. Cilj raziskave v okviru empiričnega dela magistrskega dela je bil ugotoviti stopnjo razvitosti sociopragmatičnih spretnosti in stopnjo govorne razumljivosti gluhih otrok s polževim vsadkom glede na različne komunikacijske partnerje: vzgojitelje, surdopedagoge in starše, ter glede na slušno starost. Za namen naše raziskave je bilo v vzorec vključenih 25 gluhih otrok s polževim vsadkom (7 deklic, 18 dečkov) v starosti od 20 mesecev do 6 let in 10 mesecev. Starši, vzgojitelji in surdopedagogi so za posameznega otroka izpolnili: lestvico razumljivosti govora v vsakdanjem življenju, ocenjevalno lestvico za sociopragmatične spretnosti in vprašalnik o splošnih podatkih o otroku in njegovem slušnem statusu. Z raziskavo smo ugotovili, da pri ocenjevanju sociopragmatičnih spretnosti obstajajo razlike med ocenami ocenjevalcev (staršev, vzgojiteljev in surdopedagogov), vendar so statistično pomembne razlike med ocenami ocenjevalcev le pri ocenjevanju spretnosti asertivnosti. Pri ocenjevanju spretnosti responzivnosti pa med ocenami ocenjevalcev ni statistično pomembnih razlik. Tudi pri ocenjevanju govorne razumljivosti ni razlik med ocenami ocenjevalcev. Raziskava je pokazala, da obstaja statistično pomembna povezava med slušno starostjo otroka in razvitostjo sociopragmatičnih spretnosti oz. stopnjo govorne razumljivosti. The cochlear implant is an individual hearing aid and is an electronic device by which deaf people can perceive as recognize or hear sound from environment. Despite the early implantation of a cochlear implant, variations in speech, language and communication skills may occur. Communication enables an individual to share information and be involved in society, where key elements are good speech intelligibility and well developed socio-pragmatic skills. In the theoretical part of master's thesis, we described area of hearing loss or defined deafness and hearing loss, cochlear implant and the role of parents, educators and speech-language therapists in communicating with children. The socio-pragmatic skills and the level of speech intelligibility of children with a cochlear implant are presented in greater details. The aim of the research in the empirical part of master's thesis was to determine the level of the development of socio-pragmatic skills and the level of speech intelligibility in deaf children with a cochlear implant in relation to different communication partners like educators, speech-language therapists and parents, and with regard to a child's hearing age. For the purpose of research, 25 deaf children with a cochlear implant (7 girls and 18 boys) aged from 20 months to 6 years and 10 months were included in the sample. Parents, educators, and speech-language therapists filled in the form for each child which included the scale speech intelligibility in context, the rating scale for socio-pragmatic skills, and a questionnaire which included general information about a child and his or her auditory status. In this research, we found out that there is difference in evaluation of socio-pragmatic skills between assessors (parents, educators, and speech-language pathologists), but statistically significant differences between assessors are only in assessing assertiveness. In assessing responsiveness, there are no statistically significant differences between the assessors. Even when assessing speech intelligibility, there are no differences between the assessor's ratings. The research showed that there is a statistically significant correlation between the hearing age of a child and his or her development of socio-pragmatic skills or degree of speech intelligibility.

Jecljanje je motnja fluentnosti, ki je prisotna v vseh kulturah in rasah, s katero se soočajo posamezniki v vseh življenjskih obdobjih, tako moški kot ženske. Ob tem velja izpostaviti, da jeclja več otrok kot odraslih. Gre za kompleksno, večdimenzionalno motnjo, ki se pri vsakem posamezniku izraža v individualni kombinaciji temeljih in sekundarnih vedenj ter čustev in stališč. Glede na čas pojava jecljanja ločimo razvojno in pridobljeno jecljanje. V magistrskem delu se osredotočamo na razvojno jecljanje – tj. nevrorazvojno motnjo, ki se pojavi v otroštvu. Raziskave kažejo, da imajo pomemben vpliv na pojav jecljanja različni faktorji ter da predšolski otroci, ki jecljajo, potrebujejo čimprejšnjo vključitev v obravnavo, zato je ustrezna diagnostika jecljanja ključnega pomena. V teoretičnih izhodiščih so najprej opredeljeni ključni pojmi, saj terminologija področja motenj fluentnosti še ni povsem poenotena. Natančneje je opredeljeno jecljanje oz. razvojno jecljanje, predstavljen je čas njegovega pojava, prevalenca in incidenca ter spontano izzvenevanje motnje. Ob simptomatologiji, tj. temeljnih vedenjih, sekundarnih vedenjih ter čustvih in stališčih, je predstavljena etiologija razvojnega jecljanja. Posebna pozornost je namenjena diagnostiki razvojnega jecljanja v predšolskem obdobju – načelom ocenjevanja znakov razvojnega jecljanja pri predšolskem otroku, poteku diagnostičnega procesa ter pomenu zagotavljanja ustrezne podpore otrokom, ki jecljajo. Slovenski strokovnjaki na področju logopedije, ki se ukvarjajo z jecljanjem, poročajo o pomanjkanju ustreznega diagnostičnega materiala za motnje fluentnosti. Zaradi tega razloga je bil namen empiričnega dela oblikovati vprašalnik,s pomočjo katerega bi lahko pridobili ključne informacije o fluentnosti otrokovega govora. Na podlagi pregleda strokovne literature kot tudi prek pogovora s strokovnjaki smo sestavili vprašalnik, ki smo ga preizkusili na manjšem namenskem vzorcu predšolskih otrok ob soglasju staršev. Vzorec predstavljajo štirje predšolski otroci, pri katerih so starši zaradi zaskrbljenosti glede fluentnosti otrokovega govora poiskali pomoč logopeda na pristojnih institucijah (Zavod za gluhe in naglušne v Ljubljani, Center za sluh in govor v Mariboru). Vprašalnik so starši izpolnili na prvem pregledu, tj. pred vključitvijo otroka v terapijo jecljanja. Ugotovili smo, da so jecljanje pri vseh otrocih prvi opazili starši ter da imajo vsi v vzorec vključeni predšolski otroci pozitivno družinsko zgodovino jecljanja pri moškem sorodniku. O zavedanju svojega jecljanja so spregovorili trije od štirih predšolskih otrok, izvzet je le najmlajši deček. Največ sekundarnega vedenja je opaženega pri najstarejšem dečku ter najmanj pri najmlajšem, kar sicer sovpada s spoznanji strokovne literature, a zaradi majhnosti vzorca ugotovitve ne moremo posploševati. Podobno pri družinski dinamiki ni mogoče poročati o zanesljivih ugotovitvah in morebitnem sovpadanju s spoznanji strokovne literature. Zaključujemo, da vprašalnik omogoča pridobivanje ključnih podatkov o fluentnosti govora predšolskih otrok, vendar v magistrskem delu pridobljenih odgovorov zaradi majhnosti vzorca ni mogoče posploševati. Stuttering is a fluency disorder, present in every culture and race. Individuals – men and women – face stuttering in all life spans. It should be emphasized that more children than adults stutter. It is a complex multidimensional disorder which is expressed in an individual combination of core and secondary behaviors, feelings, and attitudes in every individual. With regards to the onset of stuttering, we distinct between developmental and acquired stuttering. In the master’s thesis, we focus on developmental stuttering, i.e. neurodevelopmental disorder which emerges in childhood. The research shows that different factors have an important influence on the emergence of stuttering and that preschool children who stutter need to be included in therapy as soon as possible. Therefore, the appropriate diagnostics of stuttering is of essential significance. In the theoretical starting points, the essential conceptions are defined first, as the terminology of the field of fluency disorder is not yet entirely unified. Stuttering, i.e. developmental stuttering, is defined in more detail. The onset of its emergence, prevalence, and incidence, and spontaneous disappearance of the disorder is presented. Along with the symptomology of developmental stuttering, i.e. core behaviors, secondary behaviors, and feelings and attitudes, the etiology of developmental stuttering is presented. Special attention is paid to diagnostics of developmental stuttering in the preschool period – to the principles of evaluating the symptoms of developmental stuttering in a preschool child, the course of the diagnostic process, and the significance of ensuring the appropriate support to children who stutter. Slovenian professionals in the field of speech and language therapy who operate with stuttering report the lack of appropriate diagnostic materials for fluency disorders. For this reason, the purpose of the empirical part was to form a questionnaire which enables acquiring the essential information with regards to the fluency of the child speech. This was performed by means of reviewing the literature and by conversations with the experts. The questionnaire was then used on a smaller purposive sample of preschool children with their parents’ approval of cooperating in the research. Four preschool children whose parents worried because of fluency of the child’s speech sought the help of a speech and language therapist at the competent institution (Institute for the Deaf and Hearing-Impaired in Ljubljana, Hearing and Speech Center in Maribor) are included in the sample. The questionnaire was filled in by the parents at the first examination, i.e. before the inclusion of a child to the stuttering therapy. We ascertained that stuttering was first noticed by the parents in all children and that all the preschool children included in the sample have a positive family history of stuttering in the line of their male relative. Three out of four preschool children spoke about being aware of their stuttering. Only the youngest boy was excluded from the process. Most of the secondary behavior was noticed in the oldest boy and the least at the youngest boy, which correlates with the ascertaining of the expert literature. Because the sample was small, however, we cannot generalize the ascertainment. Similarly, in the case of family dynamics, we cannot report about reliable ascertainments and possible correlation of the expert literature. We conclude that the questionnaire enables gaining the essential data on the fluency of the speech of preschool children. However, we cannot generalize the answers gained in the master’s thesis because of the smallness of the sample.

Pomemben in obsežen del govorno-jezikovnih motenj predstavljajo razvojne jezikovne motnje, s katerimi se logopedi srečujejo že pri predšolskih otrocih. Težave z jezikom lahko negativno vplivajo na kognitivni in psihosocialni razvoj otroka in vztrajajo tudi vse življenje. Ključnega pomena je motnje prepoznati zgodaj, potem pa čim prej nuditi ustrezno strokovno pomoč. Specifične jezikovne motnje so del razvojnih jezikovnih motenj, vzroka za težave z jezikom pa ne moremo pripisati kognitivnim, nevrološkim in čustvenim motnjam ali motnjam sluha. Primanjkljaji se lahko kažejo na eni ali več ravneh jezika ter tudi na drugih razvojnih področjih, kar pomeni, da so osebe s specifičnimi jezikovnimi motnjami zelo heterogena skupina. Prepoznavanje, diagnostika, ocenjevanje in načrtovanje terapije so zato obsežni in individualizirani postopki. Zaradi pomanjkanja formalnih preizkusov, ki bi lahko predstavljali okvir in oporo, je ta naloga za slovenske logopede pogosto še bolj zahtevna. Teoretični del magistrske naloge predstavlja podroben opis specifičnih jezikovnih motenj in nabor značilnosti, ki so jih pri otrocih s specifičnimi jezikovnimi motnjami raziskovali tuji in domači strokovnjaki. Na podlagi analize strokovne literature različnih avtorjev, ki so raziskovali specifične jezikovne motnje, je bil za namen magistrskega dela oblikovan protokol za prepoznavanje in ocenjevanje specifičnih jezikovnih motenj. Protokol zajema glavne kriterije, po katerih opredeljujemo specifične jezikovne motnje, značilnosti, ki se kažejo pri otrocih s specifično jezikovno motnjo, so razdeljene po področjih jezika. Vsebuje naslednja področja: fonologija, morfosintaksa, semantika, sociopragmatika, razumevanje, pripovedovanje oz. spontani govor, ostale značilnosti in opažanja staršev ter strokovnih sodelavcev. Priloge k protokolu ponujajo nabor nalog, ki našteta področja dodatno preverjajo. Oceno logopeda dopolnita vprašalnika za starše ter vzgojitelje in ostale strokovne delavce. V empiričnem delu je bil protokol izveden na konkretnem primeru s šestletnim dečkom, ki je usmerjen v predšolski program s prilagojenim izvajanjem in dodatno strokovno pomočjo kot deček z zmernimi govorno-jezikovnimi motnjami. Ugotovljeno je bilo, da deček izkazuje večino znakov specifičnih jezikovnih motenj, ki so opisani v strokovni literaturi. Na podlagi izkazanih šibkih področij je bil izdelan načrt njegove nadaljnje logopedske obravnave. Delo v slovenski logopedski stroki predstavlja novost. Podrobno opredeli specifične jezikovne motnje in širi znanje o njih, ozavešča o pomembnosti zgodnjega prepoznavanja specifičnih jezikovnih motenj in spodbuja k poglobljenemu, individualiziranemu ocenjevanju jezikovnih motenj pri otrocih. Developmental language disorders, which speech and language pathologists encounter already in preschool children, represent an important and large part of speech and language disorders. Language problems can have a negative effect on cognitive and psychosocial development of a child and can insist the whole life. It is of vital importance to recognize the disorders early and to offer suitable professional help as soon as possible. Specific language impairments are a part of developmental language disorders, in which we cannot attribute the cause for language problems to cognitive, neurological and emotional disorders or hearing disorders. The deficits can be seen on one or several language levels and on other developmental areas, which means that people with specific language disorders are a very heterogeneous group. Therefore, identifying, diagnostics, assessing and the therapy planning are very large and individualised procedures. As there are very few formal tests that could represent a frame and support, this task is for the Slovene speech and language pathologists very often even more demanding. The theoretical part of the thesis contains a detailed description of specific language impairments and the list of features in children with specific language impairments that were investigated by foreign and domestic experts. On the basis of literature review of different authors who researched specific language impairments, the protocol for identifying and assessing specific language impairments was formed for the purposes of this thesis. The protocol includes the main criteria after which we specify specific language impairments. The characteristics that can be found in children with specific language impairments are divided based on language areas. Therefore, the protocol includes next areas: phonology, morphosyntax, semantics, sociopragmatics, comprehension, narrating or free speech, other characteristics and observation of the parents and professional workers. Appendix to the protocol offers a series of tasks that check the above-mentioned areas. The speech and language pathologist’s assessment is supplemented with questionnaires for parents and teachers in preschool and other professional staff. In the empirical part the protocol was made true on a concrete case of a six-year-old preschool child who was oriented into adjusted program and additional professional help as being a boy with moderate speech and language disorders. It was found out that the boy shows most of the signs of specific language impairments that are described in academic literature. A plan of his further treatment was made on the basis of proven weak areas. This work represents a novelty in Slovene speech and language pathology. It defines specific language impairments and spreads the knowledge of them, it makes people aware of the importance of an early identification of specific language impairments and encourages to an in-depth and individualised assessing of language disorders in children.

Usherjev sindrom je redka genetska bolezen in najpogostejši sindrom, ki povzroči sočasno okvaro vida in sluha (v določenih primerih tudi ravnotežja), ter je širši javnosti kot tudi na področju specialne in rehabilitacijske pedagogike nepoznan. Čeprav gre za osebe z gluhoslepoto, osebe z Usherjevim sindromom predstavljajo le delež oseb z gluhoslepoto, ki so zaradi specifičnih značilnosti sindroma postavljene pred nekoliko drugačne izzive v življenju, zato pogosto ostanejo brez ustrezne podpore in pomoči. V magistrskem delu smo se osredotočili na problematiko kvalitete življenja oseb z Usherjevim sindromom, ki ji do sedaj v slovenskem prostoru še ni bilo namenjene velike pozornosti. V teoretičnem delu je opisan pojem gluhoslepota, predstavljene so značilnosti Usherjevega sindroma ter dimenzije kvalitete življenja. Kvaliteto življenja oseb z Usherjevim sindromom smo raziskovali z vprašalnikom in polstrukturiranim intervjujem, ki smo ga izvedli osebno ali pa so ga udeleženci raziskave izpolnili sami oziroma s pomočjo tretje osebe. V empiričnem delu je bil uporabljen mešan raziskovalni pristop. Cilj magistrskega dela je bil opisati Usherjev sindrom ter definirati nove oblike pomoči, ki izhajajo iz dejanskih potreb oseb z Usherjevim sindromom. V raziskavo je bilo zajetih šest odraslih oseb z Usherjevim sindromom, ki imajo potrjeno diagnozo sindroma. Poleg uvida v funkcioniranje oseb z Usherjevim sindromom smo ugotovili, kakšni trendi se (zaradi majhnosti vzorca) nakazujejo v Sloveniji na področju kvalitete življenja oseb, zajetih v raziskavo. Ugotovili smo, da se na področju zdravja in počutja pri udeležencih raziskave nakazuje trend pojavljanja depresije, na področju ekonomskega statusa se pojavlja trend brezposelnosti, na področju mobilnosti se pojavlja trend znižane stopnje mobilnosti ter pomanjkanje strokovne podpore. Rezultati raziskave podajajo pomemben prispevek k nadaljnjim raziskavam na področju kvalitete življenja oseb z gluhoslepoto in Usherjevim sindromom. Usher syndrome is a rare genetic disease and the most common syndrome that causes a simultaneous vision and hearing impairment (in certain cases also balance disorder). It is also unknown to the general public and professionals in the field of special and rehabilitation pedagogy. Although we talk about people with deafblindness, people affected by Usher syndrome represent only a small portion of people suffering from deafblindness who face rather different challenges in their lives due to the specific characteristics of the syndrome. In this master's thesis we focused on the issue of quality of life of people with Usher syndrome who have not been given a lot of attention in Slovenia so far. The theoretical part describes deafblindness, the characteristics of the Usher syndrome, and precise dimensions of quality of life. We studied the quality of life of people with Usher syndrome using a questionnaire and a semi-structured interview which was conducted by us personally or the research participants did it themselves or with the assistance of a third person. A mixed research approach was used in the empirical part. The goal of the master's thesis was to describe Usher syndrome and to define new forms of help that derive from the actual needs of people suffering from Usher syndrome. The study included six adults with Usher syndrome who had a confirmed diagnosis of the syndrome. In addition to the insight into the functioning of the persons involved in the study, we learned which trends (due to the small sample size) are developing in Slovenia in the area of quality of life of the research participants. We discovered that in the field of health and well-being the participants in the research indicated a trend towards depression, in the area of economic status there was a trend towards unemployment, in the field of mobility there was a trend towards reduced mobility rate and a lack of professional support. The research results make an important contribution to further studies in the area of quality of life of people with deafblindness and Usher syndrome.

Poslušanje je ključno za sprejemanje informacij, razvoj govora in jezika, komunikacijo z okoljem in kasneje za usvajanje akademskih veščin. Razvoj poslušanja poteka po stopnjah zaznave zvoka, razlikovanja, prepoznavanja in razumevanja. Slišeči otroci od rojstva naprej večinoma spontano pridobivajo sposobnost poslušanja, otrokom z izgubo sluha pa moramo zagotoviti postopno surdopedagoško obravnavo, da se poslušanja naučijo. Slišeči otroci in otroci s polževim vsadkom sledijo istim stopnjam razvoja poslušanja, razlikujejo pa se po hitrosti in doseženi ravni napredovanja. Pri otrocih, ki so primerni za vstavitev polževega vsadka, sta zato zelo pomembni zgodnja implantacija in nato (re)habilitacija, da ujamemo čim daljši del občutljivega obdobja, v katerem se poslušanje, govor in jezik razvijajo najbolj intenzivno. V empiričnem delu magistrske naloge smo s pomočjo instrumentarija, oblikovanega za namen raziskave, ocenjevali vse štiri stopnje razvoja poslušanja (zaznavo zvoka, razlikovanje, prepoznavanje in razumevanje) pri 30 slišečih otrocih in 10 otrocih s polževim vsadkom, starih 5 ali 6 let. Opisna statistika je pokazala, da so bili slišeči otroci pri celotnem preizkusu uspešnejši, vendar je do večjih razlik prišlo le pri nekaterih nalogah. Statistične pomembnosti razlik med rezultati slišečih otrok in otrok s polževim vsadkom zaradi objektivnih razlogov nismo preverjali. Tako pri slišečih kot pri otrocih s polževim vsadkom se uspešnost pri posameznih nalogah ne zmanjšuje jasno s stopnjevanjem zahtevnosti poslušanja, kot bi pričakovali glede na hierarhijo stopenj razvoja poslušanja. To sovpada s teoretičnim izhodiščem o prekrivanju oziroma sočasnosti razvijanja vseh stopenj poslušanja. Zaradi majhnosti vzorca in prekrivanja vplivov časa prejema polževega vsadka ter prisotnosti dodatnih motenj ne moremo potegniti jasnih zaključkov iz podrobnejše primerjave med otroki, ki so polžev vsadek prejeli do 2. leta, in tistimi, ki so ga prejeli po 2. letu. Enako velja za primerjavo med otroki s polževim vsadkom z dodatnimi motnjami in otroki s polževim vsadkom brez dodatnih motenj. Med otroki z višjo slušno starostjo in otroki z nižjo slušno starostjo ni prišlo do statistično pomembnih razlik. Statistično pomembna razlika med otroki z dodatnimi motnjami in otroki brez dodatnih motenj se je pokazala le pri razumevanju besedila pesmi. Nabor nalog za posamezne stopnje poslušanja znotraj instrumentarija, ki je nastal v okviru magistrskega dela, lahko koristi pri ocenjevanju sposobnosti poslušanja, spodbujanju razvoja poslušanja in spremljanju napredka otrok, ki imajo težave na področju poslušanja. Listening is crucial for receiving information, for speech and language development, communication with the environment and later on for acquisition of academic skills. Listening development follows levels of detection, discrimination, identification and comprehension. From birth, hearing children acquire listening skills mostly spontaneously. Deaf and hard of hearing on the other hand need a gradual treatment to learn how to listen. Both hearing and deaf with cochlear implant follow the same procedure of listening development, but they differ in the progression rate. Early implantation (for deaf children suitable for cochlear implant) and (re)habilitation are very important to catch the most sensitive period in which listening, speaking and language develop at highest intensity for as long as possible. In the empirical part of the dissertation we assessed all four levels of listening development (detection, discrimination, identification and comprehension) in a group of 30 hearing children and 10 children with cochlear implant aged 5 or 6 with an assessment tool designed for the purpose of the dissertation. Descriptive statistics indicated hearing children have better results on all levels and on whole test, but more noticeable differences are only visible at discrimination and comprehension levels and in individual tasks. Objective reasons prevented testing statistical significance of differences between results of hearing children and children with cochlear implant. Successfulness in individual tasks of both hearing children and children with cochlear implant does not decrease clearly with increasing listening difficulty, as we would expect based on hierarchy of listening development levels. This corresponds to theoretical basis relating to overlapping and simultaneous development of all listening levels. Due to a small group sample and overlapping factors of cochlear implantation time and the presence of additional disabilities, we cannot make clear conclusions based on the comparison between children who received cochlear implant by age of 2 and children who received it after this age. The same applies for comparison between children with and without additional disabilities. There is no statistically significant difference between children of higher hearing age and children of lower hearing age. Statistically significant difference between children with and without additional disabilities is only seen with song lyrics comprehension. The set of tasks for each level of listening development in the tool which was formed within the dissertation work could be used for assessment of listening skills, encouraging listening development and monitoring the progress of children who have listening difficulties.