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https://doi.org/10.53577/oot.4.2.5

THE CORRELATION OF STUDENTS’ PROGRESS ASSESSED BY VERBOTONAL TEACHERS AND SPEECH AND LANGUAGE PATHOLOGISTS AND SOCIAL SUPPORT REPORTED BY PARENTS

Lidija Burušić Čilić ; Poliklinika za rehabilitaciju slušanja i govora SUVAG, Hrvatska
Katarina Pavičić Dokoza ; Poliklinika za rehabilitaciju slušanja i govora SUVAG, Hrvatska
Koraljka Bakota ; Poliklinika za rehabilitaciju slušanja i govora SUVAG, Hrvatska

Sažetak

The paper examines the differences and similarities in the assessments of verbotonal teachers
and speech and language pathologists regarding the activities, educational habits, and progress
of children with speech and language disorders and hearing impairments who are enrolled in
the program of the elementary school at SUVAG Polyclinic. These assessments were compared
with perceived social support reported by students’ parents. The research was conducted at the
SUVAG Polyclinic Elementary School, Zagreb in 2019. Three groups of participants took part
in the research: parents of children with speech and language disorders and hearing impairment,
verbotonal teachers and SLPs of those children. The results of the research showed that there is
a significant degree of harmonization in the assessment of the child’s activity and educational
habits and progress by verbotonal teachers and SLPs. Parents’ reports regarding received social
support differ from the opinion of the experts.

Ključne riječi

social support, functional skills, students with developmental disorders and hearing impairment

Hrčak ID:

268174

URI

https://hrcak.srce.hr/268174

Datum izdavanja:

25.11.2021.

Posjeta: 883 *