Keywords
education
speach therapy
diagnostics
intervention
development dysphasia
phonological differentiation of sounds
How to Cite
Abstract
The article addresses the area of ICT use in education or intervention for children of early, pre-school and school age, focusing on phonological dif-ferentiation of sounds, developmental dysphasia in children and the creation of diagnostic materials in this field, connected to ICT, especially the use of tablets, iPads and mobile devices.
References
Blackwell, C. (2014). Teachers practices with mobile technology integrating tablet computers into the early childhood classroom, http://web5.soc.northwestern.edu/cmhd/wp-content/uploads/2014/07/Blackwell [accessed: 29.09.2015].
Dvořák, J. (2003). Vývojová fonologická porucha. Žďár nad Sázavou: Logopedické cen-trum, edit. Logopaedia clinica. Haksiz, W. (2013). Investigation of Tablet Computer Use in Special Education Teachers’ Courses, http://www.sciencedirect.com/science/article/pii/S1877042814036714 [accessed: 29.09.2015].
Krejčířová, D. at al. (2006). Dětská klinická psychologie. Praha: Grada Publishing.
Mikulajová, M., Dostálová, A. (2004). V krajině slov a hlásek: trénink jazykových schopností podle D. B. Elkonina. Bratislava: Dialóg, spol. s.r.o.
Mikulajová, M., Kapalková, S. (2011). Terapie narušeného vývoje řeči. In: V. Lechta et al. (eds.), Terapie narušené komunikační schopnosti. Praha: Portál.
Mikulajová, M., Rafajdusová, I. (1993). Vývinová dysfázia: specificky narušený vývin reci.Bratislava: Avicenum.
Neubauer, K. (2015). ICT v procesu intervence oblasti logopedie a pomoci osobám s poruchami řečové komunikace. In: P. Poulová, I. Šimonová (eds.), Sborník příspěvků z konference eLearning 2015. Hradec Králové: Gaudeamus.
Neubauer, K., Dobias, S. (2014). Neurogenně podmíněné poruchy řečové komunikace a dysfagie. Hradec Králové: Gaudeamus.
Panzavolta, M. (2014). Tablet Computers and Learners with special education needs, http://www.sciencedirect.com/science/article/pii/S1877042814036714 [accessed: 29.09.2015].
Smith, B.R. (2012). Research in Autism Spectrum Disorders. Using embedded computerassisted explicit instruction to teach science to students with autism spectrum disorder, http://www.sciencedirect.com/science/article/pii/S17509467120061419 [accessed: 29.09.2015].
Škodová, E. et al. (1995). Hodnocení fonematického sluchu u předškolních děti. Praha: Realia a.s.
Škodová, E. et al. (2007). Klinická logopedie. Praha: Portál.
Vágnerová, M. (2012). Vývojová psychologie. Praha: Karolinum.
www. ASHA.org [accessed: 29.09.2015].
www.telerehab-pitt.edu [accessed: 29.09.2015].
Zikl P. at al. (2011). Využití ICT u dětí se speciálními potřebami. Praha: Grada Publishing.
In accordance with the recommendation of the Ministry of Science and Higher Education, which aims to counteract the practice of “ghostwriting” and “guest authorship,” all authors submitting their text for publication should attach an author’s statement which declares the contribution of each of the authors to the article. The printed and signed statement should be delivered by mail or other means to editor-in-chief Joanna Skibska or sent in the form of a scan to the following e-mail address: redakcja@kontekstypedagogczne.pl. The authors will not receive remuneration for publishing their papers. The editors reserve the right to make minor editorial changes to the articles which will not affect the substance of the article. We encourage all authors to prepare their articles in accordance with the guidelines for manuscript preparation. Download pdf file.
Authors transfer all copyrights and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with acknowledgement of the work's authorship and initial publication in this journal. All authors agree to the publishing of their email addresses, affiliations and short bio statements with their articles during the submission process.