{"id":133,"date":"2017-05-23T14:17:49","date_gmt":"2017-05-23T14:17:49","guid":{"rendered":"http:\/\/www.csppke.sk\/sk\/?p=133"},"modified":"2019-03-04T18:26:46","modified_gmt":"2019-03-04T18:26:46","slug":"narusena-komunikacna-schopnost-nks-2","status":"publish","type":"post","link":"https:\/\/www.csppke.sk\/sk\/2017\/05\/23\/narusena-komunikacna-schopnost-nks-2\/","title":{"rendered":"Naru\u0161en\u00e1 komunika\u010dn\u00e1 schopnos\u0165 (NKS)"},"content":{"rendered":"<div id=\"dslc-theme-content\"><div id=\"dslc-theme-content-inner\"><p><span style=\"font-size: 12pt;\">Naj\u010dastej\u0161ie diagn\u00f3zy NKS, s ktor\u00fdmi sa m\u00f4\u017eeme v be\u017en\u00fdch Z\u0160 stretn\u00fa\u0165 s\u00fa:<\/span><\/p>\n<p><span style=\"font-size: 12pt;\"><em>a\/ na 1. stupni Z\u0160<\/em><\/span><\/p>\n<ul>\n<li><strong>\u00a0dysl\u00e1lia<\/strong> \u2013 naj\u010dastej\u0161ie vyskytuj\u00face sa naru\u0161enie komunika\u010dnej schopnosti. M\u00f4\u017eeme ju definova\u0165 ako neschopnos\u0165 pou\u017e\u00edva\u0165 jednotliv\u00e9 hl\u00e1sky alebo skupiny hl\u00e1sok v komunika\u010dnom procese pod\u013ea pr\u00edslu\u0161n\u00fdch jazykov\u00fdch noriem. Zjednodu\u0161ene povedan\u00e9 ide o poruchu v\u00fdslovnosti jednotliv\u00fdch hl\u00e1sok alebo skupiny hl\u00e1sok. Naj\u010dastej\u0161ie sa stret\u00e1vame s nespr\u00e1vnou v\u00fdslovnos\u0165ou hl\u00e1sky \u201eR\u201c (rotacizmus), hl\u00e1sky \u201eL\u201c (lamdacizmus), sykaviek (sigmatizmus), hl\u00e1sky \u201eK\u201c (kapacizmus), hl\u00e1sky \u201eG\u201c (gamacizmus),<!--more--><\/li>\n<li><strong>balbuties<\/strong> (zajakavos\u0165) \u2013 jeden z naj\u0165a\u017e\u0161\u00edch a najn\u00e1padnej\u0161\u00edch druhov naru\u0161enej komunika\u010dnej schopnosti. Zajakavos\u0165 poklad\u00e1me za syndr\u00f3m komplexn\u00e9ho naru\u0161enia koordin\u00e1cie org\u00e1nov participuj\u00facich na hovoren\u00ed, ktor\u00fd sa najn\u00e1padnej\u0161ie prejavuje charakteristick\u00fdm nedobrovo\u013en\u00fdm preru\u0161ovan\u00edm plynulosti procesu hovorenia. Ide teda o poruchu plynulosti re\u010di.<\/li>\n<li><strong>v\u00fdvinov\u00e1 dysf\u00e1zia<\/strong> \u2013 ide o neschopnos\u0165 nau\u010di\u0165 sa hovori\u0165 napriek tomu, \u017ee sluch, intelekt a re\u010dov\u00e9 org\u00e1ny s\u00fa intaktn\u00e9. V mlad\u0161om veku sa t\u00e1to porucha prejavuje artikula\u010dnou poruchou v re\u010di, ve\u013emi slabou slovnou z\u00e1sobou, neschopnos\u0165ou prira\u010fova\u0165 k predmetom pomenovania, \u0165a\u017ekos\u0165ami v porozumen\u00ed hovorenej re\u010di, pri formulovan\u00ed vlastn\u00fdch my\u0161lienok pri rozpr\u00e1van\u00ed. Vo vy\u0161\u0161om veku pretrv\u00e1va len zriedka v takej miere, aby znemo\u017e\u0148ovala vzdel\u00e1vanie,<\/li>\n<li><strong>dyzartria<\/strong> \u2013 je naru\u0161enie procesu artikul\u00e1cie ako celku v d\u00f4sledku organick\u00e9ho po\u0161kodenia CNS. Dyzartiu \u010dasto sprev\u00e1dza naru\u0161en\u00e1 fon\u00e1cia, d\u00fdchanie a dysproz\u00f3dia. Nesmie sa zamie\u0148a\u0165 s dysl\u00e1liou, kde ide iba o chybn\u00fa v\u00fdslovnos\u0165 hl\u00e1sok. Term\u00edn dyzartria sa pou\u017e\u00edva aj pri cerebr\u00e1lnych po\u0161kodeniach hybnosti, napr. DMO,<\/li>\n<li><strong>palatol\u00e1lia<\/strong> \u2013 je porucha re\u010di pri r\u00e1z\u0161tepe podnebia alebo pri r\u00e1z\u0161tepe podnebia a pery.<\/li>\n<\/ul>\n<p><span style=\"font-size: 12pt;\"><em>b\/ na 2. stupni Z\u0160 &#8211; fixovan\u00e9 dysl\u00e1lie, ktor\u00e9 sa nepodarilo upravi\u0165 na 1. stupni<\/em><\/span><\/p>\n<ul>\n<li><strong>z<\/strong>ajakavos\u0165,<\/li>\n<li>dyzartria,<\/li>\n<li>palatol\u00e1lia.<\/li>\n<\/ul>\n<p><strong>Vplyv naru\u0161enej komunika\u010dnej schopnosti na v\u00fdchovno \u2013 vzdel\u00e1vac\u00ed proces<\/strong><\/p>\n<ul>\n<li>Dysl\u00e1lia sa pri v\u010dasnej odbornej intervencii, (m\u00e1me t\u00fdm na mysli spr\u00e1vnu diagnostiku, absolvovanie logopedick\u00fdch reeduk\u00e1cii), d\u00e1 pomerne \u013eahko upravi\u0165 nato\u013eko, \u017ee v \u010fal\u0161\u00edch vekov\u00fdch obdobiach u\u017e porucha nebude ovplyv\u0148ova\u0165 v\u00fdkon die\u0165a\u0165a pri \u0161t\u00fadiu a v \u017eivote v\u00f4bec. Ak sa v\u0161ak poruchu artikul\u00e1cie nepodar\u00ed odstr\u00e1ni\u0165, je riziko, \u017ee jej d\u00f4sledky sa bud\u00fa prejavova\u0165 najm\u00e4 v p\u00edsan\u00ed, preto\u017ee die\u0165a m\u00f4\u017ee ma\u0165 tendenciu p\u00edsa\u0165 tak, ako bude hovori\u0165. \u010eal\u0161\u00ed ne\u017eelate\u013en\u00fd vplyv m\u00f4\u017ee ma\u0165 dysl\u00e1lia aj na \u010d\u00edtanie, ke\u010f sa \u010d\u00edtanie bude st\u00e1va\u0165 nezrozumite\u013en\u00fdm nie v d\u00f4sledku toho, \u017ee die\u0165a nepozn\u00e1 graf\u00e9my a nezvl\u00e1da techniku \u010d\u00edtania, ale pr\u00e1ve v d\u00f4sledku nespr\u00e1vnej v\u00fdslovnosti jednotliv\u00fdch hl\u00e1sok.<\/li>\n<li>Zajakavos\u0165 je porucha, ktor\u00e1 ovplyv\u0148uje verb\u00e1lny prejav. \u0164a\u017e\u0161ie formy zajakavosti m\u00f4\u017eu vies\u0165 a\u017e k logof\u00f3bii. Ak u\u017e nejde o fyziologick\u00fa zajakavos\u0165, ale o zajakavos\u0165 patologick\u00fa, je potrebn\u00e9 vybudova\u0165 u die\u0165a\u0165a n\u00e1hradn\u00e9 mechanizmy a nau\u010di\u0165 sa s nimi \u017ei\u0165. U mnoh\u00fdch zajakav\u00fdch \u017eiakov je nutn\u00e9 logopedick\u00e9 reeduk\u00e1cie dop\u013a\u0148a\u0165 psychoterapiou.<\/li>\n<li>Dyzartria a palatol\u00e1lia s\u00fa poruchy preva\u017ene trval\u00e9ho charakteru, pri\u010dom ich z\u00e1va\u017enos\u0165 sa d\u00e1 pravidelnou reeduk\u00e1ciou podstatne zmierni\u0165. \u010co sa t\u00fdka v\u00fdchovno-vzdel\u00e1vacieho procesu tieto poruchy ovplyv\u0148uj\u00fa expres\u00edvnu zlo\u017eku re\u010di, \u010do sa m\u00f4\u017ee prejavi\u0165 ako \u0165a\u017eko zrozumite\u013en\u00e1 hovoren\u00e1, ale aj \u010d\u00edtan\u00e1 re\u010d. Pri dyzartrii treba ma\u0165 na zreteli, \u017ee ide o organick\u00e9 po\u0161kodenie CNS a pri palatol\u00e1lii ide o org\u00e1nov\u00e9 po\u0161kodenie hovoridiel.<\/li>\n<li>Ak je NKS sympt\u00f3mom in\u00e9ho postihnutia (telesn\u00e9ho, sluchov\u00e9ho, ment\u00e1lneho), je mimoriadne d\u00f4le\u017eit\u00e1 kooper\u00e1cia s dan\u00fdm odborn\u00edkom.<\/li>\n<\/ul>\n<p><strong>Odpor\u00fa\u010dania na tvorbu IVVP:<\/strong><\/p>\n<ul>\n<li>pri \u0165a\u017e\u0161\u00edch form\u00e1ch NKS (\u0165a\u017ek\u00fd stupe\u0148 zajakavosti, palatol\u00e1lia s nedostato\u010dn\u00fdm podnebnohltanov\u00fdm uz\u00e1verom, dyzartria) evidova\u0165 die\u0165a\u0165a ako \u017eiaka so zdravotn\u00fdm znev\u00fdhodnen\u00edm, resp. ako individu\u00e1lne za\u010dlenen\u00e9ho \u017eiaka s NKS v be\u017enej triede Z\u0160 alebo S\u0160,<\/li>\n<li>v hodnoten\u00ed a klasifik\u00e1cii postupova\u0165 v zmysle platnej legislat\u00edvy,<\/li>\n<li>pri hodnoten\u00ed re\u010dov\u00e9ho prejavu sa zameriava\u0165 na obsah, nie formu,<\/li>\n<li>hodnoti\u0165 predov\u0161etk\u00fdm vecn\u00e9 poznatky, nie \u00farove\u0148 jazykov\u00e9ho prejavu,<\/li>\n<li>pri \u00fastnych odpovediach poskytn\u00fa\u0165 v\u00e4\u010d\u0161\u00ed \u010dasov\u00fd priestor na odpove\u010f, resp. re\u0161pektova\u0165 pomal\u0161ie tempo re\u010di,<\/li>\n<li>pri posudzovan\u00ed \u010ditate\u013esk\u00fdch zru\u010dnost\u00ed kl\u00e1s\u0165 d\u00f4raz na \u010d\u00edtanie s porozumen\u00edm, nie na r\u00fdchlos\u0165 \u010d\u00edtania,<\/li>\n<li>pri logofobick\u00fdch prejavoch uprednost\u0148ova\u0165 p\u00edsomn\u00fa formu odpovede pred \u00fastnou,<\/li>\n<li>taktne pou\u010di\u0165 spolu\u017eiakov o zdravotnom znev\u00fdhodnen\u00ed die\u0165a\u0165a.<\/li>\n<\/ul>\n<h3><strong>Rizikov\u00e9 u\u010debn\u00e9 alebo \u0161tudijn\u00e9 odbory pre \u017eiakov s NKS<\/strong><\/h3>\n<p>Pri v\u00fdbere vhodn\u00e9ho u\u010debn\u00e9ho alebo \u0161tudijn\u00e9ho odboru je mimoriadne d\u00f4le\u017eit\u00e9 individu\u00e1lne pos\u00fadenie predpokladov ka\u017ed\u00e9ho \u017eiaka, ale pre deti s NKS m\u00f4\u017eeme v podstate odpor\u00fa\u010da\u0165 v\u0161etky be\u017en\u00e9 u\u010debn\u00e9 aj \u0161tudijn\u00e9 odbory, okrem odborov, ktor\u00e9 pripravuj\u00fa \u017eiakov na tak\u00e9 povolania, kde je \u0165a\u017eiskom verb\u00e1lny prejav, t.j. stredn\u00e9 \u0161koly pedagogick\u00e9ho charakteru a konzervat\u00f3ria (divadeln\u00fd odbor). Pre \u017eiakov s NKS s\u00fa vhodn\u00e9 aj gymn\u00e1zia so zameran\u00edm na matematiku, ale aj gymn\u00e1zia so zameran\u00edm na jazyky s predpokladom na vedeck\u00fa, resp. prekladate\u013esk\u00fa \u010dinnos\u0165, nie u\u010dite\u013estvo.<br \/>\nAk je NKS sympt\u00f3mom in\u00e9ho dominantn\u00e9ho postihnutia (sluchov\u00e9ho, telesn\u00e9ho, ment\u00e1lneho), hlavn\u00fdm krit\u00e9riom pri v\u00fdbere vhodn\u00e9ho u\u010debn\u00e9ho alebo \u0161tudijn\u00e9ho odboru je v\u017edy prim\u00e1rne postihnutie.<\/p>\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Naj\u010dastej\u0161ie diagn\u00f3zy NKS, s ktor\u00fdmi sa m\u00f4\u017eeme v be\u017en\u00fdch Z\u0160 stretn\u00fa\u0165 s\u00fa: a\/ na 1. stupni Z\u0160 \u00a0dysl\u00e1lia \u2013 naj\u010dastej\u0161ie vyskytuj\u00face sa naru\u0161enie komunika\u010dnej schopnosti. M\u00f4\u017eeme ju definova\u0165 ako neschopnos\u0165 pou\u017e\u00edva\u0165 jednotliv\u00e9 hl\u00e1sky alebo skupiny hl\u00e1sok v komunika\u010dnom procese pod\u013ea pr\u00edslu\u0161n\u00fdch jazykov\u00fdch noriem. Zjednodu\u0161ene povedan\u00e9 ide o poruchu v\u00fdslovnosti jednotliv\u00fdch hl\u00e1sok alebo skupiny hl\u00e1sok. Naj\u010dastej\u0161ie<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[],"class_list":["post-133","post","type-post","status-publish","format-standard","hentry","category-informacie-o-poruchach"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/posts\/133","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/comments?post=133"}],"version-history":[{"count":6,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/posts\/133\/revisions"}],"predecessor-version":[{"id":1111,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/posts\/133\/revisions\/1111"}],"wp:attachment":[{"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/media?parent=133"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/categories?post=133"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.csppke.sk\/sk\/wp-json\/wp\/v2\/tags?post=133"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}