StatusThe thesis was presented on the 28 November, 2019
Approved by NCAA on the 28 February, 2020
Abstract– 1.62 Mb / in romanian
ThesisCZU 316.614-056.264 (043.3)
3.18 Mb /
The thesis consists of an introduction, three chapters, general conclusions and recommendations, bibliography of 208 titles, 15 annexes, 135 pages of basic text, 30 tables and 33 figures. The obtained results are published in 14 scientific papers.
The aim of thesis: identification, measurement and assessment of intra-, interpersonal and social openness capacities for social integration in children with language disorders at the early schooling stage and their development for equalization of such children with peers.
Research objectives: the literature review of sources related to the concept of social integration in the childhood and definition of its specifics at the early schooling age in the condition of a language disorder in categories of intrapersonal, interpersonal and social openness variables; identification of the defining aspects of social integration of children with language disorders, development of a model showing the relationship between intrapersonal, interpersonal and social openness capacities with the level of social integration of children with language disorders at the early school age and its experimental testing; testing the diagnostic-prognostic valence of methods and instruments set for the assessment of social integration variables; development of the Program for social integration of children and language disorders therapy (PISC-TTL), which implies the experimental manipulation of variables definitive for the social integration of children with language disorders at the early schooling stage and assessment of its optimizing effect on psychosocial functioning of children with language disorders.
Scientific novelty and originality. In the Romanian zone it’s a pioneering work dealing with delimitation of variables and development of a model of intra-, interpersonal and social openness capacities associated to the social integration of children with language disorders at the early schooling stage, it the experimental investigation the coordinates of the complex relationship between the social integration and the language disorders were identified through evaluation of these capacities, the social status in peer groups and the child social-relational framework response. The enhancing intervention methodology was developed and applied aiming to and having the finality of equalizing the level of social integration of children with language disorders to the same of peers with no language disorders.
The obtained research results contributing to solving an important scientific problem refer to development of a model for social integration of children with language disorders at early schooling age and identification, assessment and determining the intra-, interpersonal and social openness capacities positively related to integration, contributing thus to the development and implementation of PISC-TL with an effect on equalization of social integration level of children with language disorders to the one reached by children with no language disorders. Theoretical significance refers to introduction of an original model of intra-, interpersonal and social openness capacities for social integration of children with language disorders at early schooling; definition of the specific content of social integration notion for the category of children with language disorders in terms of development of these capacities, reduction of social reluctance and improvement of sociometric status in the peer groups; grounding an integrative concept on the program for social integration of children and language disorders therapy with the finality of equalizing the level of social integration of subjects with language disorders with the level of peers without language disorders.
Practical significance. The model of intra- and interpersonal capacities for social integration and equalization of children through PISC-TTL program may be of use to educational counselors, clinicians, school psychologists, speech therapists etc., also in research, as a basis for educational projects and specialized programs aiming to facilitate the social integration of children with special needs at the early schooling.
Implementation of scientific results. The obtained results were discussed and approved at the Department of Psychology and Educational Sciences, ULIM, used in the professional activity at CLIGymnasium School "Constantin Brâncuşi" in Targu Jiu and promoted in 10 educational institutions in Corj county, were presented at Methodical Commission of CLI in CJRAE-GORJ, in pedagogical circles at county and inter-county level (Gorj, Mehedinți, Dolj, Caraș-Severin). A part of results were presented at 25 scientific events and published in 14 scientific papers.