Mokinių, turinčių kalbos ir kalbėjimo sutrikimų, savęs vertinimas
Students‘ with Speech and Language Disorders Self Evaluation

Summary/Abstract: Psychological problems of individuals with speech and language disorders are discussed without any differentiation in literature; special facts of self-evaluation are published just in few articles. Self-evaluation of children who do not have language disorders is higher than of those who have it but this difference is not big. The results of this research show that children with a fonetic speech impairment have the highest self-evaluation; children with a language development disorder have the lowest self-evaluation. We can say that language disorders influence children’s’ self-evaluation but the evaluation level is: very high or high; it is very unusual that these children would value themselves on average or low level. Children with language development disorders think that they are angry. Teachers’ evaluation of children with language disorders is a little lower than childrens’ self-evaluation. Thus we can state that self-evaluation of children with speech disorders and of those who have language disorders is the same. The most important factor is an attitude towards disorders, impulsivity, asthenia – on dysgraphic children.

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