ZNAČAJ STIMULACIJE U IDENTIFIKACIJI I DISKRIMINACIJI OBLIKA UČENIKA OŠTEĆENA VIDA
THE SIGNIFICANCE OF STIMULATION IN IDENTIFICATION AND DISCRIMINATION OF CERTAIN STUDENTS WITH VISUAL IMPAIRMENTS

Summary/Abstract: The main objective of this study was to assess the characteristics of expressive and receptive vocabulary of children with Down syndrome, and to determine their ability receptive understanding of syntax and morphology, development of general expressive syntax and morphology and the mean lenght of utterance. The sample consisted of 37 children of primary school age, both sexes, who were diagnosed Down syndrome. Characteristics of development of semantics, syntax and morphology were examined using the Expressive Scale of the Bosnian / Croatian / Serbian language. The results showed that children with Down syndrome have deficient receptive and expressive vocabulary and underdeveloped receptive understanding of syntax and morphology, inadequate development of general expressive syntax and morphology and a shorter mean lenght of utterance. Examination of the differences in linguistic variables in relation to the degree of intellectual disability, the results suggest that children with intellectual disabilities light degree have better developed receptive vocabulary, better receptive understanding of syntax and morphology, as well as higher average of mean length of utterance in relation to children with intellectual disabilities moderate degree. Given that all the subjects with Down syndrome showed significant difficulties in language understanding and linguistic expression in the tested language elements, these data suggest that in children with Down syndrome requires early intervention in the development of speech and language in order to better and faster adoption of the same, and all other developmental domains such as perception, motor skills, socialization, etc.

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