Język socjalny a język literacki – odmienne procedury edukacji i strategie użycia. Diagnoza różnicowa osób niemówiących

Abstract

Language is a part of communication and remains in constant relation with the structure of interpersonal relationships. The development of word meanings is one of the basic functions of a language (cognitive function). It takes place in the process of acquisition of exploratory experiences of a child and in the course of confrontation and negotiation of operation on things and in situations with the adult. The cognitively important narration language is only a part of the process of communication. The second important aspect of communication are communicative approaches, social language: motivation, initiative, intentions, the reception of social signals from the environ- ment and from the interlocutors and the exchange of expression (phatic, expressive function). Speech therapy of people with developmental deficiencies usually comes down to the development of the narration language. The successfulness of such an approach based on high intellectual competencies, proper reception of stimuli and the executive skills of the communication partners makes the process of communication unavailable for people with intellectual and mental disability. In order to make communication easier it is reasonable to introduce codes other than the verbal ones into the process of communication i.e. to engage the augmentative and alternative methods of communication (AAC). The article deals with the strategy and technique of introducing signs, gestures and symbols as well as learning to use them in the process of communication in two groups of disabled children (autistic and with Down syndrome). The technique of melodic texts illustrated with pictograms used in the work with the abovementioned children is universal when it comes to developing both the social and narration language.