Speech Development and Intervention Techniques in Children with Down Syndrome and Cerebral Palsy: A Case of Maria Magdalena School, Thika.
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Date
2013-04-18
Authors
Amateshe, S. Margaret
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Abstract
This study sought to investigate speech development and intervention techniques
in children with Down syndrome (DS) and Cerebral palsy (CP). This was carried
out in Maria Magdalena Special School for Children with Mental Handicap. The
study aimed at establishing the speech ability of these children at the time of the
study, the varying chronological ages (CA) at which they developed speech and
the intervention techniques employed to promote speech development. ~his was
done by observing, analysing and interpreting the sounds, words, and sentences
children with DS and CP produced. The study was prompted by readings on
handicapping conditions that afflict children with DS and CP among them the
inability to produce speech commensurate with their chronological age. This could
only be answered by studying the nature of speech and the intervention techniques
used to address the situation. Chapter two provides a review of studies in: ormal
speech development in children, studies on mental and physical handicap, speech
development in children with DS, speech development in children with CP,
literature on speech intervention techniques and the Kiswahili morphology and
syllable structure. The study used an eclectic theoretical approach with emphasis
on some tenets of Cognitive Development Theory (1979), Motor Theory (1982)
and the Systemic Theory (1985). The !Ievelopment of a research design in chapter
three follows and paves way for the analysis and presentation of the data. A
descriptive case study was conducted on children with DS and CP and their speech
observed and recorded through participant observation. The teachers were also
interviewed on the intervention speech techniques they use. A qualitative research
design guided by three theoretical approaches was used to analyse the data. The
following findings emerged: the DS and CP conditions lead to speech problems,
the speech later develops due to among other things, maturity and the
communication needs that emerge and that a variety of complementary
intervention techniques to help correct the situation are in application in the school
curriculum. Recommendations made by this study include: the need for children
with DS and CP to be supported to make useful speech to communicate their basic
needs, teachers to adopt relevant intervention techniques for each child's age
group and class level, besides bringing into playa variety of these techniques in
order to achieve maximum results in speech development.
Description
Department of English & Linguistics March 2011, RJ 496 .S7A4