КОМУНИКАЦИЈА ГЛУВИХ И НАГЛУВИХ-МОГУЋНОСТИ И ОГРАНИЧЕЊА У ОБРАЗОВАЊУ/ COMMUNICATION OF THE DEAF AND HARD OF HEARING – THE POSSIBILITIES AND LIMITATIONS IN EDUCATION
Abstract
Апстракт
Комуникација глувих и наглувих може бити вербална (усмена и писана) и невербална (која обухвата пре свега знаковни језик, затим употребу прстне азбуке-дактилологије, мимике и читања говора са усана). Вербална комуникација представља за глуве особе велику тешкоћу, јер зависи од мноштва фактора (познавање језика, речника, граматике и структуре реченице). Они имају великих тешкоћа у разумевању писане и усмене речи, док међусобно комуницирају користећи знаковни језик, као свој први и основни језик.
Различит вид комуникације, као и проблеми који током ње настају, доводе до друштвене изолованости, несигурности и тешкоћа у стицању знања из матерњег језика, а и свих других наставних области.
Када говоримо о могућностима школовања глуве и наглуве деце морамо нагласити да постоје различити ставови, пре свега родитеља деце, затим дефектолога-сурдолога, али и наставника у редовним школама. Нарочито у слабије развијеним земљама глуве особе углавном постижу нижи ниво образовања од свог стварног потенцијала и имају тешкоћа у прилагођавању образовном систему чујуће популације.
На образовање уопште, а нарочито образовање глувих и наглувих, у великој мери утиче и друштвени контекст, примена нових технологија и нови – савремени услови живота и рада.
Кључне речи: комуникација, знаковни језик, писани и усмени говор, образовање
Abstract
Communication of the deaf and hard of hearing can be verbal (oral and written) and non-verbal (primarily involving sign language as well as the use of manual alphabet – dactylology, mime, and lip-reading). Deaf people find verbal communication extremely difficult as it depends on a great number of factors (knowledge of a language, vocabulary, grammar, and sentence structure). They also experience great difficulties in understanding written and spoken words, while they communicate with each other using sign language, as their first and primary language.
Different forms of communication as well as problems which occur within it lead to social isolation, insecurity, and difficulties in learning the mother tongue as well as all other school subjects.
When discussing the possibilities of educating deaf and hard of hearing children, we have to stress that there are different attitudes, primarily of the children’s parents, and, secondly, of defectology/surdology specialists, but also of teachers in regular schools.
In underdeveloped countries in particular, deaf people mainly reach a level of education which is lower than their real potential and they have difficulties in adjusting to the education system of the population with no hearing impairment.
Education in general, especially the education of deaf and hard of hearing persons, is also greatly influenced by the social context, application of new technologies and new, contemporary, living and working conditions.
Key words: communication, sign language, written and spoken language, education
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