103 KB21 KB200820262017Globačnik, Bojanaštevilka:1letnik:10str. 31-38ISSN:1855-4431COBISSID:23028232URN:URN:NBN:SI:doc-UWXUFO7UslPedagoška fakultetaRevija za elementarno izobraževanjedeaf studentseducationgluhi učencijezikovna vzgojastudents with cochlear implantsučenci s polževim vsadkomučenci s posebnimi potrebamiRaba samostalnika pri gluhih učencih in učencih s polževim vsadkom| The use of nouns by deaf students and students with cochlear implant|Cochlear implants have fundamentally changed the rehabilitation and education of deaf people, particularly of children. Early operations in children make parents justifiably hopeful that following a successful early surgery and hearing and speech rehabilitation their child will be able to make up for their speech and language deficit by the time they enter school. The article provides an analysis of the use of nouns in sentences by a group of deaf students and a group of students with cochlear implants. The two groups were found to be quite equal in terms of their knowledge of the use of nouns. Out of all the age brackets, the best results were achieved by the students with cochlear implants in the second bracket (10-12 years old), while deaf students without cochlear implants in the third bracket (12-16 years old) achieved better results in tasks involving the nominative case in plural and other cases in the singular grammatical number than students with cochlear implants. The study showed that for deaf students learning grammar is a difficult and gradual processPolževi vsadki prinašajo korenite spremembe v rehabilitaciji in izobraževanju gluhih oseb, posebej otrok. Zgodnje operacije otrok pri starših upravičeno vzbujajo upanje, da bo njihov otrok po uspešni operaciji in slušno-govorni rehabilitaciji že do vstopa v šolo nadomestil primanjkljaj na govorno-jezikovnem področju. V članku je analizirana raba samostalnika v stavkih pri skupini gluhih učencev in skupini učencev s polževim vsadkom. Obe skupini učencev sta bili v rabi samostalnika dokaj izenačeni. Znotraj starostnih skupin so najboljše rezultate dosegli učenci s polževimi vsadki v drugi starostni skupini (10-12 let). Gluhi učenci brez polževih vsadkov v tretji starostni skupini (12-16 let) so imeli boljši rezultat pri nalogah ostalih sklonov ednine in imenovalnika množine kot učenci s polževim vsadkom. Raziskava kaže na zahteven in postopen proces usvajanja gramatike pri gluhih učencihTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Mariboru, Pedagoška fakulteta