| Abstrakt: |
Language is the basic means of communication in human society and is realized through linguistic and non-linguistic means. The speech process appears different in different individuals for many reasons. The aim of this paper is to describe, compare and analyze speaking habits and the use of speech units in children with special needs. As a case study were taken children with special needs of a special educational institution, where are studied the speaking habits, the amount of lexical units they use, the language competencies they possess, the language difficulties of the children, the difficulties in the semantic aspect and difficulties in expressive language. The obtained data served as a source material for the comparison and analysis of the teaching units used by these children. It has also been considered the amount of lecture units that children use more frequently or more easily, depending on the syndrome that accompanies them. The methods used for this paper are field research methods, combined with the comparative and analytical method. The results of this paper will serve to create a presentation and classification of used speech units, according to specific syndromes of children, as well as what are the lecturing skills that children have easier to perceive, use and learn. Assessing the language of these children will help us to determine which language units are most likely to be used by children with special needs and to articulate different sounds during the act of speaking. We will also try to suggest different teaching strategies, which are valuable for the learning process in children with special needs. [ABSTRACT FROM AUTHOR] |
