Communication abilities of Croatian and Roma children with mild intellectual disability: Performance on children's communication checklist (CCC)
Sažetak
Uvod: Komunikacijski i jezički razvoj u dece s (lakim) intelektualnim teškoćama obeležen je kašnjenjem. Deca romske nacionalnosti su dvojezična deca. Njihova izloženost hrvatskom jeziku najčešće započinje ulaskom u vaspitno-obrazovni sistem. Skale popunjene od komunikacijskih partnera omogućavaju prikupljanje podataka o dečjim komunikacijskim sposobnostima u prirodnom kontekstu. Cilj: Cilj ovog istraživanja je da se dobije uvid u komunikacijske i jezičke (hrvatski jezik) sposobnosti dece hrvatske i romske nacionalnosti s lakim intelektualnim teškoćama. Metode: U istraživanju je učestvovalo pedeset i dvoje dece hronološke starosti između 9 i 16 godina (22 hrvatske i 30 romske nacionalnosti). Analizirana su njihova postignuća na Ček-listi postignuća u dečijoj komunikaciji, te upoređena s prethodno objavljenim graničnim vrednostima i međusobno. Rezultati: Postignuće hrvatske i romske dece na pragmatičkom kompozitu ispodprosečno je i uporedivo s postignućem njihovih britanskih vršnjaka s intelektualnim teškoćama. Ispodprosečno postignuće na podskalama Govor i Sintaksa prisutno je samo kod dece romske nacionalnosti. Nijedna grupa ne pokazuje obeležja poremećaja iz spektra autizma. Man–Vitnijev test pokazao je statistički značajne razlike između grupa na podskalama Govor i Sintaksa, što govori o lošijoj ovladanosti jezičkom strukturom kod dece romske nacionalnosti. Grupe se ne razlikuju u pragmatičkim sposobnostima. Obe grupe postigle su ispodprosečan rezultat na podskalama Koherencija i Upotreba konteksta, pokazujući uporedive pragmatičke profile. Deca hrvatske nacionalnosti pokazuju značajno bolje postignuće na podskalama Koherencija, Upotreba konteksta i Raport. Zaključak: Deca romske nacionalnosti upotrebljavaju hrvatski jezik jednako uspešno kao i hrvatski vršnjaci uprkos slabijoj ovladanosti njegovom strukturom. Pragmatičke sposobnosti trebalo bi da budu uključene u tretman dece s intelektualnim teškoćama.
Reference
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