PARTICULARITES OF USING EDUCATIONAL SOFTWARE IN SPEECH THERAPY INTERVENTION FOR PUPILS WITH MENTAL DISABILITY Authors Popovici, D., University of Bucharest (Bucharest, Romania), stelutadoru@yahoo.com;?u?? L.I., Special School ,,Constantin P?unescu" (Bucharest, Romania), liziasuta@yahoo.com ?u??, V.E., Special School ,,Constantin P?unescu" (Bucharest, Romania), vicol79@yahoo.com, Vasile, M., ., Special School ,,Constantin P?unescu" (Bucharest, Romania), marinela.vasile@yahoo.com Presentation In order to achieve and implement a useful educational software for speech therapy intervention for pupils with mental deficiency , it is necessary first to identify the most common existing language disorders in this population of students. Therefore, the first objective of the research was done by conducting a cross-section, constantative study. After evaluating a number of 91 students with mental disability from Special School "Constantin P?unescu ", we found that the most damage sounds for the students mentioned above are those from sigmatism and parasigmatism group . Educational software developed after obtaining these results, it is intended to correct the sounds that were highlighted as having the highest frequency damage, namely the sounds s, t and z and can be used successfully in the stages of consolidation and automation of the sounds. The second research of the paper was an experimental one and we intend to verify the assumption that the introduction in a program for computer-assisted speech and language intervention will lead to a faster correction of spelling disorders. Were selected two groups of students consisting of 10 subjects each (symmetric in terms of number and type of errors identified pronunciation), whose diagnosis was the damage of S sound. After applying differentiated speech therapy programs for the two groups (experimental group received speech therapy aided educational software and the control group received traditional speech therapy) we found that computer-aided speech therapy activities lead to achieving therapeutic goals in a shorter time and with better results . Research methods included tests of language assessment, observation, conversation, case study and students files verification. Tests for assessment of language followed measurement of sound articulation of the language, for independent speech and for the reflected speech, being extracted from a set of samples used in speech therapy practice. At the end of the research were conducted two case studies for two students from different research groups , in order to formulate some qualitative results of our research.
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