Acta Universitatis Danubius. Communicatio, Vol 10, No 2 (2016)

Abstract

The requirements of special education presuppose the approach to the educational act from the standpoint of the child’s inability to understand reasoning or elements of learning contents. This cognitive block primarily involves personality imbalance and behavioural disorder. The child abstains from speaking and manifests inhibition towards learning. The more serious is the speaking handicap at an age when the one is trying to affirm oneself at the level of the social life, the more negative effects increase, and personality disorder accentuates. In this context, it is advisable that communication should be clear, concrete and constant – e.g. by using the same word for illustrating similar instances; by using short, simple sentences, accompanied by gestures and intonation; and also by using visual aids in communication (images, pictograms). Such interventions keep the child attentive and decrease his anxiety, making him perceive the words correctly and apply them in communication.