Assessing and Diagnosing Speech Therapy Needs in School Pedagogical Diagnostics in Theory and Practice

Assessing and Diagnosing Speech Therapy Needs in School is a unique text that offers practical guidance in pedagogical diagnosis of speech and communication difficulties within educational settings It outlines theoretical assumptions of the diagnosis process and presents hands-on solutions for pedagogical and speech therapy. Underpinned by theoretical knowledge and written by experienced practitioners, the book equips its readers with tools to understand the diagnostic process and make accurate diagnoses based on each child’s individual circumstances. It starts by clearly distinguishing between pedagogy and speech therapy and outlines issues and theoretical considerations in diagnosing these disorders. To contextualize the theorical observations, it goes on to present case studies, and touches upon crucial topics including readiness to start education, tendency toward aggressive behavior, aphasia and hearing loss. The authors also elaborate on a range of selected diagnostic tools to assess specific difficulties in speech and language therapy. Finally, a list of resources, including games and exercises that can target reading, writing and articulation skills to help children develop, are also featured in the book. Highlighting the importance of practical and theoretical knowledge for those who work with children, this will be a valuable aid for teachers, special educators and speech and language therapists working within school settings. The book will also be of interest to students, teachers and trainee practitioners in the fields of speech therapy and special educational needs.

List of figuresList of Tables Introduction Chapter 1. Pedagogical diagnostics as a key activity in the educational process of a child: General theoretical assumptionsChapter 2. Introduction to the theoretical and methodological foundations of speech therapy: Speech therapy diagnosis and speech therapy proceduresChapter 3. Pedagogical and speech therapy diagnosis: Exploration of selected casesChapter 4. On the application of selected tools useful in pedagogical and speech therapy diagnosticsChapter 5. Suggestions for exercises and games used in pedagogical and speech therapy in improving disturbed areas Conclusion Index

Malgorzata Przybysz-Zaremba is a habilitated doctor and professor at the National Vocational College of Ignacy Moscicki in Ciechanów, Poland. She is also a pedagogue, a special educator and a pedagogical therapist who works with children with special educational needs. She has authored over 200 scientific publications. Her research interests include social pedagogy, rehabilitation pedagogy, behavioral disorders, suicidal behavior, addictions and special educational needs. She aims to analyze these topics in the diagnostic, preventive and supportive (therapeutic) context. Aleksandra Siedlaczek-Szwed is a habilitated doctor and professor at the University of Humanities and Natural Sciences of Jan Dlugosz in Czestochowa, Poland. She also heads the Center for Research and Assistance to People with Speech Disorders. Her areas of scientific interest are pedagogical and speech therapy aspects of education, teaching and upbringing. She has authored several monographs and publications of national and international scope. Krzysztof Polok is a habilitated doctor and professor at the University of Bielsko-Biala in Bielsko-Biala, Poland. He is a linguist, and his research focuses on the influence of lesson plans with and without the use of the ICT tools on teachers and leaners of language. He is the author of 12 books and more than 150 publications. He also works as a sworn translator of Polish and English.