Special Education and Speech & Language Therapy
type: channel
description: The Special Education and Speech&Language Therapy Journal (SESLT) is a online Bulgarian academic journal (online ISSN 2683-1384) intended to present advances in science, science-related news and exchange of experience in the fields of education, teaching and training, rehabilitation, therapy and inclusion of individuals with special educational needs and/or communication disorders. This journal is a successor of the print media ‘Journal of Special Education & Speech-Language Therapy’ (ISSN 2367-7821 print) and ‘Journal of Special Education’ (ISSN 1310-7003).
publisher: Faculty of Educational Studies and the Arts (Sofia University "St. Kliment Ohridski")
language: en
publication name: Special Education and Speech & Language Therapy
issn: 2683-1384
items: Contents
items: Editorial Board
items: Inclusion in Diversity: Equity and Accessibility for All
items: Statistical Observation on the Applicability of The Autism Spectrum Quotient: Children`S Version (Aq-Child) in the Assessment of Autism Spectrum Disorders
items: The Role of Social Learning in the Inclusion of Children and Students with Special Educational Needs
items: Specificity of Articulation in Children with Cleft Lips and/or Cleft Palate
items: Review of monograph „Working in an assessment team within an inclusive educational environment. Informal assessment of behaviour patterns“ by Diana Ignatova
items: Clinical competences of speech and language therapists in assessemеnt and treatment of dysphagia
items: Speech and language therapy planning in telepractice
items: In support of the professional orientation of schoolchildren with intellectual disability
items: 140 years since the birth of Helen Keller research on a unique personality
items: The bulgarian sign language act – a necessity for inclusive education
items: Telepractice and the biofeedback methodology in assistance to an individual who stutters
items: Robot- assisted speech and language therapy for children with hearing impairment
items: Discussion aspects of the relationship between oral and written language disorders
items: Correlations between some hand motor functions and coordination in primary schoolchildren
items: Perception of students with special educational needs from their classmates in mainstream class
items: Impact of social isolation on everyday life of visually impaired people
items: Editor-in-chief address
items: Presentation of the bulgarian translation of the book “Support for persons with severe intellectual and multiple disabilities. Ways for quality life” Bea Maes and Carla Vlaskamp – editors
items: Early diagnostics of children's language development and prevention of spelling and reading disorders
items: Social-sexual education of students and youth with multiple disabilities
items: About the attitudes of the authors of scientific publications
items: Development of digital resources to promote students' practical training and remote learning
items: Pedagogical technologies in mastering calendar-temporal vocabulary in the training of students in Bulgarian sign language
items: A comparative analysis of the views on online and distance learning of special education teachers, teaching students with special educational needs in Bulgaria and Greece
items: Anne Sullivan - The Miracle Worker
items: Development of Bulgarian sign language dictionary to support deaf people in crisis situations
items: Intellectual functioning in children with specific learning disorders
items: Family-mediated early intervention – natural communication model supporting interaction child – parent in early childhood

Contents
type: item
subject: Contents
  topic: section
creator: Special Education and Speech & Language Therapy
rights: Copyright (c) 2025 Специална педагогика и логопедия https://creativecommons.org/licenses/by/4.0
date: 2024-12-23
publication date: 2024-12-23
doi: 10.60059/SPL.2024.1.%p

Editorial Board
type: item
subject: Editorial Board
  topic: section
creator: Special Education and Speech & Language Therapy
rights: Copyright (c) 2025 Специална педагогика и логопедия https://creativecommons.org/licenses/by/4.0
date: 2024-12-23
publication date: 2024-12-23
doi: 10.60059/SPL.2024.1.%p

Inclusion in Diversity: Equity and Accessibility for All
type: item
subject: Scientific Communications
  topic: section
creator: Emanuela Stoilova
rights: Copyright (c) 2025 Емануела Стоилова https://creativecommons.org/licenses/by/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 64
ending page: 67
doi: 10.60059/SPL.2024.1.64-67

Statistical Observation on the Applicability of The Autism Spectrum Quotient: Children`S Version (Aq-Child) in the Assessment of Autism Spectrum Disorders
type: item
description: The article presents a study investigating the feasibility of The Autism Spectrum Quotient: Children`s Version (Baron-Cohen et. al., 2007) as a screening tool for assessing markers associated with autism spectrum disorders in children aged 4–11 years. A two-stage study was conducted by surveying the parents of 39 children divided into 3 groups: the “Autism Spectrum Group” – children with autism spectrum disorders (AGR; n = 19); the “SEN Group” – children with other developmental disorders (SGR; n = 4); and the “Control Group” – typically developing children (CGR; n = 16). Analysis of the data revealed significant differences in outcomes between the different groups of children studied. Children in the autism spectrum group showed higher overall scores in all categories of autism traits with almost proportional patterns ranging from 74 to 130.5 points with a mean coefficient of 2.05. Children with other developmental disorders showed a mean total score of 62.5 points and a median coefficient value of 1.23. The control group had the lowest score, 44.53 points, with a median coefficient of 0.89. In addition, the analysis of variance – ANOVA – of the data showed that the scores of the children in the three groups of the study differed in terms of their skills in the areas covered by the questionnaire, suggesting that the survey instrument used has the potential to correctly reflect these differences. The statistical observation conducted on the AQ-Child`s potential as a screening tool can complement the existing information on individuals with autism spectrum disorder in Bulgaria. In this sense, it would expand the possibilities of the existing assessment toolkit in the work of child development specialists to detect deviations and possible risks in key developmental areas.
subject: Special Еducation & Inclusive Еducation
  topic: section
subject: AQ: Children`s Version (AQ-Child)
  topic: keywords
subject: autism
  topic: keywords
subject: children with SEN
  topic: keywords
subject: screening
  topic: keywords
subject: statistical observation
  topic: keywords
creator: Silvia Kraycheva
rights: Copyright (c) 2025 Силвия Крайчева https://creativecommons.org/licenses/by/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 38
ending page: 63
doi: 10.60059/SPL.2024.1.38-63

The Role of Social Learning in the Inclusion of Children and Students with Special Educational Needs
type: item
description: Social functioning and inclusion of children and students with special educational needs are critical aspects of their development in society. In recent years, policies in the Bulgarian educational system have outlined real changes for children and students with special educational needs, providing them with the opportunity to be included in the educational environment of kindergartens and schools, to develop their potential, and to realize themselves as full-fledged citizens of society. Inclusive education is aimed at optimal support for individual personal functioning in childhood and adolescence, and at limiting the risk factors within it. A key focus is social functioning and learning, which provide perspective and opportunity for children and students with special needs included in the educational environment to learn and play. Social functioning encompasses the individual's ability to interact successfully with others and to participate actively in public life. For children with special educational needs, this means developing communication, cooperation, and independence skills. Well-developed social functioning improves the quality of life for children, increases their self-confidence and helps them feel accepted and valued. This study analyzes and summarizes scientific theories and models in the field of social learning by examining the special literature from the databases Researchgate Scientific Research Publishing, Scispace, Scholar, drawing attention to the essential role it plays in the educational context. The applications of the considered theories in the education of children and students in the context of inclusive education are studied. International research confirms that social-emotional learning improves academic achievement, social engagement and adaptability of children with special educational needs.
subject: Special Еducation & Inclusive Еducation
  topic: section
subject: social functioning
  topic: keywords
subject: social learning
  topic: keywords
subject: children with special educational needs
  topic: keywords
subject: inclusive education
  topic: keywords
creator: Cvetomira Angelova
rights: Copyright (c) 2025 Цветомира Ангелова https://creativecommons.org/licenses/by/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 22
ending page: 37
doi: 10.60059/SPL.2024.1.22-37

Specificity of Articulation in Children with Cleft Lips and/or Cleft Palate
type: item
description: Intelligible articulation represents a primary indicator of speech and language development. It constitutes a critical factor for effective interpersonal communication, social integration, and quality of life, which in childhood is strongly associated with the development of learning skills and academic achievement. Cleft lip and/or palate is a congenital malformation frequently linked to difficulties in speech and, in some cases, language development. Articulation is most profoundly affected, with errors that exhibit distinct characteristics. These are generally attributed to compensatory mechanisms and maladaptive motor patterns of the articulators. The objective of the present study is to determine whether articulation errors in children with cleft lip and/or palate are specific in nature and whether they are related to compensatory articulation. The sample comprised 30 individuals with different forms of the malformation, aged between 3 and 16 years (mean = 9.8; SD = 3.49), who had undergone speech therapy of varying duration. The following instruments were employed: the Diagnostic Test for Articulation and Phonology (DAF) (Boyadzhieva-Deleva, 2023), a diagnostic protocol for articulation analysis developed by the “Trusted Speech Therapists Network” of the “Association for Facial Anomalies” and a set of informal diagnostic tasks targeting oral praxis and speech perception. The results delineate the profile of articulation disorders in children with craniofacial malformations. In more than 50% of the participants, the errors identified were non-specific to cleft lip and/or palate (rhotacism, lambdacism, sigmatism). Compensatory articulatory mechanisms were observed in only 36.7% of the sample. The most frequently identified mechanism involved compensatory tongue movements intended to reduce nasal emission or the likelihood of its occurrence. In conclusion, the study outlines the predominant tendencies and error patterns that should be addressed in order to enhanc…
subject: Speech & Language Therapy
  topic: section
subject: cleft lip/cleft palate
  topic: keywords
subject: craniofacial malformations
  topic: keywords
subject: compensatory articulation
  topic: keywords
creator: Elena Boyadzhieva-Deleva
creator: Ivana Dimitrova
rights: Copyright (c) 2025 Елена Бояджиева-Делева, Ивана Димитрова https://creativecommons.org/licenses/by/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 3
ending page: 21
doi: 10.60059/SPL.2024.1.3-21

Review of monograph „Working in an assessment team within an inclusive educational environment. Informal assessment of behaviour patterns“ by Diana Ignatova
type: item
subject: Review
  topic: section
creator: Zhivko Zhekov
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 63
ending page: 65
doi: 10.60059/SPL.2020.2.63-65

Clinical competences of speech and language therapists in assessemеnt and treatment of dysphagia
type: item
description: Dysphagia is a disorder that has recently been included in the education of speech and language therapy students in our country. Practicing speech therapists also have little knowledge and skills in this field. The present article discusses the requirements for clinical competencies of speech and language therapists, listed in a number of literature sources and guidelines of professional organizations abroad. Specific methods for assessment and treatment are presented that need to be translated into particular knowledge and skills and implemented in dysphagia treatment. The summary is aimed at the fact that in Bulgaria the criteria for acquiring professional competencies for working with chewing and swallowing disorders should be clearly defined. References: American Speech-Language-Hearing Association (1997-2020). Feeding and swallowing disorders in children. From: https://www.asha.org/public/speech/swallowing/Feeding-and-Swallowing-Disorders-in-Children/ American Speech-Language-Hearing Association (1997-2020). Swallowing disorders in adults. From: https://www.asha.org/public/speech/swallowing/Swallowing-Disorders-in-Adults/ Groher, M. (2010). Dysphagia: Clinical Management in Adults and Children. Missouri: Elsevier, pp. 18-42. Hardy, E., & Robinson, N. (1999). Swallowing Disorders. Treatment Manual, 2nd ed. Austin, Texas: Proed. Kipping, P., & Ross-Swain, D. (2003). Swallowing Ability and Function Evaluation. Austin, Texas: Proed. Leonard, R., & Kendal, K. (2019). Assessment and Treatment Planning. A Team Approach, 4th ed. San Diego: Plural Publishing, Inc. Leslie, P., Drinnan, M. J., Ford, G. A. & Wilson, J. A. (2005). Swallow respiratory patterns and aging: presbyphagia or dysphagia? Journals of Gerontolology. Series A: Biological Sciences and Medical Sciences, March, 60(3), 391-395. Logemann, J. (2007). Dysphagia: Basic Assessment and Management. In: Medical Speech-Language Pathology. A Practitioner’s Guide, 2nd ed., ed by Hiscock, T., New York: Thieme Medical…
subject: Speech & Language Therapy
  topic: section
subject: dysphagia
  topic: keywords
subject: clinical competences
  topic: keywords
subject: swallowing
  topic: keywords
subject: chewing
  topic: keywords
subject: assessment
  topic: keywords
subject: treatment
  topic: keywords
creator: Miglena Simonska
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 54
ending page: 62
doi: 10.60059/SPL.2020.2.54-62

Speech and language therapy planning in telepractice
type: item
description: Telepractice is the provision of interventions (diagnosis, therapy, counseling and mentoring) from a distance, in which telecommunications provide the medium for the interactions between the speech therapist, the patient, the latter’s relatives and other professionals. The transition from direct to remote form of speech therapy work requires a reformulation of therapeutic goals and an adaptation of the tasks and the means to achieve them, so as to ensure maximum effectiveness of therapy. The aim of the present study is to establish how the impact of telepractice on the components of therapeutic planning is assessed in cases where remote work is the only possible form of speech therapy intervention as well as what is the professionals’ subjective assessment of its advantages and disadvantages based on their own experience. Twenty-three speech therapists from all kinds of spheres were interviewed: education, healthcare, social assistance and private practice. The obtained results can serve as a starting point in the planning of speech therapy strategies in the conditions of telepractice and in the understanding of their main components: temporal, technical and technological, content-related and methodological. References: Boyadzhieva-Deleva, E. (2020). Speech and language therapy in a state of emergency: advantages and disadvantages of telepractice. Knowledge International Journal, vol. 40, No.4, 681-686, ISSN 2545-4439 (for printed version), ISSN 1857-923X (for e-version). Goranova, E. (2020). Telepractice and the biofeedback methodology in assistance to an individual who stutters. A case study. Special Education and Speech & Language Therapy, vol. 1, ISSN 2683-1384, 91-104. American Speech-Language-Hearing Association, ASHA. (2019). Telepractice: An Overview. Available from: https://www.asha.org/practice-portal/professional-issues/telepractice/#collapse_2.html. Bachmeyer-Lee, M.H., Kirkwood, C.A., Sheehan, C.M., Gibson, A.L., Shuler, N.J., & Keane, J.A. (2020). Util…
subject: Speech & Language Therapy
  topic: section
subject: telepractice
  topic: keywords
subject: speech and language therapy
  topic: keywords
subject: planning
  topic: keywords
subject: adaptations
  topic: keywords
subject: activity limitations
  topic: keywords
creator: Elena Boyadzhieva-Deleva
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 40
ending page: 53
doi: 10.60059/SPL.2020.2.40-53

In support of the professional orientation of schoolchildren with intellectual disability
type: item
description: On the basis of EU policies and the Bulgarian law, the article is focused on opportunities for the provision of guidelines and professional orientation to schoolchildren with intellectual disability within the framework of school education. Different opportunities for getting this group of schoolchildren interested in and acquainted with different professions are presented, as well as for enhancing their motivation for becoming proficient in them. The authors share their own positive experience supported by the views of other practitioners. References: Ministerstvo na obrazovanieto i naukata na Republika Bŭlgariya (2015). Zakon za preduchilishtno i uchilishtno obrazovanie. https://www.mon.bg/upload/23949/zkn_PedUchObrazovanie-izm092020.pdf. Ministerstvo na obrazovanieto i naukata na Republika Bŭlgariya (2018). Zakon za profesionalnoto obrazovanie i obuchenie. https://www.mon.bg/upload/18377/zkn_POO_06112018.pdf. Evropeyski sayuz (2017). Harta na osnovnite prava na ES. V: Spravochnik za Evropeyskia sayuz, S., 2017. OON. KONVENTsIA NA OON ZA PRAVATA NA HORATA S UVREZhDANIA. DV. br. 37 ot 15 may 2012 g. (Ratifitsirana sas zakon, priet ot 41-oto Narodno sabranie na 26 yanuari 2012 g. - DV, br. 12 ot 2012 g. V sila za Republika Bulgaria ot 21 april 2012 g.). Ministerski savet. POSTANOVLENIE 63 NA MS. Obn., DV, br. 32 ot 23 april 1991 g Bogdanova, M. (2015). Professional Orientation and Consulting System for Children with Special Needs in Bulgaria – History and Current Status. Vocational education, Volume 17, Number 1, 47 – 70. Iskrev, D.(2000). Osnovi na profesionalnoto orientirane. Blagoevgrad: Univ. izd. “Neofit Rilski”. Terziyska, P. (2003). Personal social development of mentally retarded pupils in mass school conditions. Pedagogy, No 6, 42 – 50. Terziyska, P.(2006). Obuchenieto po rodinoznanie I prirodoznanie na deca sus specialni obrazovatelni potrebnosti. Studiq V: “Osobenosti v metodikata na obuchenie pri deca sus secialni obrazovatelni potrebnosti”. Blagoevgrad:…
subject: Special Еducation & Inclusive Еducation
  topic: section
subject: schoolchildren with intellectual disability
  topic: keywords
subject: profession/career
  topic: keywords
subject: professional orientation
  topic: keywords
subject: interdisciplinary link
  topic: keywords
subject: organization of work
  topic: keywords
creator: Pelagia Terziyska
creator: Mariya Kostova
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 28
ending page: 39
doi: 10.60059/SPL.2020.2.28-39

140 years since the birth of Helen Keller research on a unique personality
type: item
description: The present research is not committed to the chronology of Helen Keller’s life path, but it rather puts the emphasis on the dynamics of the multiple dimensions in the development of her unique personality. The purpose of this research is to analyze systematically and to summarize the fundamental directions that Helen Keller’s activities followed, drawing the attention to unknown and little-known ideas and facts about her life that recent research of others has thrown light upon. The analyzed historical documents show that the initial education of this deaf-blind person does not evolve on the basis of pure chance and spontaneity, but comes in result of the thorough training provided by her remarkable and unconventional teacher Anne Sullivan. It has been found out that she described her pedagogical experience not only in her letters to Hopkins, but in her correspondence with M. Anagnos and in the yearbooks of the School for the Blind in Boston. Helen Keller’s education was based upon 4 major support pillars: the initial experience in the education of the deaf-blind, the psychology of child development at the end of the 19-th century, the influence of Montessori’s methodology and Anne Sullivan’s personal experience and pedagogical intuitiveness. After outlining how she mastered the fundamental concepts, we then follow Keller’s intellectual growth and creative development. On the basis of her diverse social activities we have explored the following: the attitude towards blindness, religion, pacifism and humanism, socialist ideas and feminism, as well as personal life. References: Kelar, H. (2004). Istoriyata na moya zhivot. Balgarska asotsiatsia za obuchenie na zritelno zatrudneni detsa, Sofia. Kelar, H. (1995). Istoriyata na moya zhivot. Izdatelstvo „VEDA SLOVENA-ZhG“, Sofia. Radulov, V. (1978). Elena Keler. Narodna prosveta, br. 12, str. 81 – 83. Radulov, V. (1995). Detsata sas spetsialni pedagogicheski nuzhdi v uchilishteto i obshtestvoto. Reklamno-poligrafska kashta…
subject: Special Еducation & Inclusive Еducation
  topic: section
subject: Helen Keller
  topic: keywords
subject: deaf-blind
  topic: keywords
subject: blindness
  topic: keywords
subject: multifaceted personality
  topic: keywords
subject: social activities
  topic: keywords
creator: Vladimir Radoulov
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 6
ending page: 27
doi: 10.60059/SPL.2020.2.6-27

The bulgarian sign language act – a necessity for inclusive education
type: item
subject: The Editors' Pages
  topic: section
creator: Anna Trosheva-Asenova
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 3
ending page: 5
doi: 10.60059/SPL.2020.2.3-5

Telepractice and the biofeedback methodology in assistance to an individual who stutters
type: item
description: Telepractice is widely used in the medical practice in developed countries for the provision of healthcare services in general (Balas et al., 1997) and in particular for the provision of consultations, diagnostics and therapy of individuals with speech-language pathology (Mashima & Doarn, 2008; Theodoros, 2008). The objective of the research, presented in the current article, is to examine the possible implementation of a distance Biofeedback training in the course of providing therapy to an individual who stutters via an ‘iFeel Bluetooth HRV’ sensor for home use under a therapist’s supervision. A case study of an individual who stutters is described. The therapy includes specialized Biofeedback equipment (Vezenkov, 2010; 2011) and Preparatory set technique which is used for the modification of stuttering at the moment of its occurrence (Ward, 2006). The therapy includes 6 phases: diagnostics, supervision, Biofeedback training, breathing training with the inclusion of speech tasks, transfer of the new skills into a speech environment and subsequent diagnostics. The initial findings show a 30% decrease of the stuttering frequency immediately after the therapy, thus the stuttering severity was decreased from severe to mild. The severity of the average duration of the three longest spasms and the accompanying movements is also reported to have improved by 40 percent. These preliminary findings suggest that the application of the Biofeedback approach in speech therapy has the potential to ensure the successful provision of Telepractice therapy to clients with stuttering. References: Boyadzhieva-Deleva, E. (2015). Sbornik formulyari za logopedichnata praktika. Pomagalo za studenti po logopediya. Sofiya, UI "Sv. Kliment Ohridski". Goranova, E. G. (2016). Model za kompleksno logopedichno i funktsionalno izsledvane, identifitsirane i diferentsirane na vidove i podvidove plavnostni narusheniya na rechta, Doktorska disertatsiya, UPres "N. Rilski", Blagoevgrad. Simonska, M. (2…
subject: Speech & Language Therapy
  topic: section
subject: Telepractice
  topic: keywords
subject: Biofeedback
  topic: keywords
subject: HRV
  topic: keywords
subject: stuttering
  topic: keywords
subject: Preparatory Set Technique
  topic: keywords
creator: Elka Goranova
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 92
ending page: 104
doi: 10.60059/SPL.2020.1.92-104

Robot- assisted speech and language therapy for children with hearing impairment
type: item
description: Robots become very popular in research on learning, education and rehabilitation especially for children with disabilities. Our paper presents a study of a robot-assisted speech and language therapy session with eleven hearing-impaired children who use cochlear implant(s). The study explores the opportunity of using a humanoid robot for the development of speech, language and listening skills. NAO cannot articulate, therefore, children cannot do lip-reading. We considered that this special characteristic of the robot would provoke the participating children to use actively their listening. Results showed how NAO assisted speech and language therapy sessions with hearing-impaired children who use two different communication modalities – total communication and auditory-oral. References: Arendsen, J., Janssen, J. B., Begeer, S.& Stekelenburg F. C. (2010). The use of robots in social behavior tutoring for children with ASD. In: Proceedings of the 28th Annual European Conference on Cognitive Ergonomics (pp. 371-372). New York: ACM. Bacciu, A., Pasanisi, E., Vincenti, V., Ormitti, F., Di Lella, F., Guida, M., Berghenty, M. & Bacciu, S. (2009). Cochlear implantation in children with cerebral palsy. A preliminary report. International journal of pediatric otorhinolaryngology, 73 (5), 717-721. Belpaeme, T., Baxter, P., De Greeff, J., Kennedy, J., Read, R., Looije, R., Neerincx, M., Baroni, I. & Zelati, M. C. (2013). Child-robot interaction: Perspectives and challenges. In: International Conference on Social Robotics (pp. 452-459). Cham: Springer. Cifuentes, C.A., Pinto, M.J., Céspedes, N.& Munera, M. (2020). Social Robots in Therapy and Care. Current Robotics Report. https://doi.org/10.1007/s43154-020-00009-2. Cooper, H., & Craddock, L. (2006). Cochlear implants: a practical guide. John Wiley & Sons. Crowe, K., McLeod, S., McKinnon, D. H., & Ching, T. Y. C. (2014). Speech, sign, or multilingualism for children with hearing loss: Quantitative insights into caregivers' decisi…
subject: Speech & Language Therapy
  topic: section
subject: NAO humanoid robot
  topic: keywords
subject: robot-assisted therapy
  topic: keywords
subject: social robot
  topic: keywords
subject: speech and language therapy
  topic: keywords
subject: hearing impairment
  topic: keywords
creator: Anna Andreeva
creator: Andri Ioannou
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 75
ending page: 91
doi: 10.60059/SPL.2020.1.75-91

Discussion aspects of the relationship between oral and written language disorders
type: item
description: The current article offers a theoretical analysis which seeks to provide answers to some topical and widely discussed issues in the contemporary theory and practice in the sphere of developmental dyslexia. It discusses the following issues: the degree of correlation between specific language disorders and dyslexia in terms of etiology, signs and symptoms; the early disorders of oral language as predictors of dyslexia emergence; the specifics and age dynamics of these disorders. The conclusion is made that a strong, yet not absolute, interrelation exists between oral and written language disorders and its impact over the diagnostics and therapy in speech therapy and related sciences. References: Asenova, I. (2009). Nevropsihologiya. Blagoevgrad: Sanin – N & N. Loginova, E. A. & Eletskaya, O, V. (2006). Sostoianie leksiko-gramaticheskih komponentov rechi u doshkolnikov s dizortografiey. Logopediya, 4 (14), 22-28. Matanova, V. (2001). Disleksiya. Sofiya: Sofi R. Matanova, V. (2003). Psihologiya na anomalnoto razvitie. Sofiya: Sofi R. Mavlov, L. (2005). Aleksii i agrafii. Sofiya: Romel. Stoiyanova, Yu. (2006). Psiholingvistichni izsledvaniya. Sofiya: Veda Slovena – Zh G. Volkova, L. S. & Shahovskaya, S. N. (2000). Logopediya. Moskva: Prosveshtenie. Yovanovich-Simich, N. (2008). Razvitie na terminologiyata za ezikovi narusheniya. Savremenni tendentsii v spetsialno-pedagogicheskata i logopedichnata terminologiya. Popzlateva, Ts. et al. (Eds.). Sofiya: Veda Slovena- ZhG. Anderson, N. & Shames, G. (2006). Human Communication Disorers: An Introduction (7th Edition). Boston: The Allyn & Bacon. Bishop, D. V. M. & Edmundson, A. (1987). Language-impaired 4-years-olds: distinguishing transient from persistent impairment. Journal of Speech and Hearing Disorders, 52, 156-173. Bishop, D. V. M & Snowling, M. J. (2004). Developmental Dyslexia and Specific Language Impairment: Same or Different? Psychological Bulletin, 130 (6), 858-866. Denckla, M. (1972). Clinical syndromes in learnin…
subject: Speech & Language Therapy
  topic: section
subject: oral and written language
  topic: keywords
subject: specific language impairment
  topic: keywords
subject: developmental dyslexia
  topic: keywords
subject: predictors of dyslexia
  topic: keywords
creator: Tsvetanka Tsenova
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 61
ending page: 74
doi: 10.60059/SPL.2020.1.61-74

Correlations between some hand motor functions and coordination in primary schoolchildren
type: item
description: Hand motor functions in primary schoolchildren, defined via four tasks within the Teach Handwriting test (Lamont, 2018), depend on gender and age and the degree of their interconnectedness increases from 7-year-old to 10-year-old schoolchildren. References: Matanova, V., Todorova, E. (2013). Rakovodstvo za prilagane na metodika za otsenka na obrazovatelnite potrebnosti na detsata i uchenitsite. Sofiya: Institut za psihichno zdrave i razvitie. Tsenova, Ts. (2014). Praktichesko rakovodstvo po logoritmichna terapiya. Sofiya: Dita M Bulgariya. Benbow, M. (1995). Assessment of hand skills in the primary child. Fairacres, NM, USA: Clinician’s View. https://www.worldcat.org/title/assessment-of-hand-skills-in-the-primary-child/oclc/840836311. Benbow, M. (1995). Neurokinesthetic Approach to Hand Function and Handwriting. Albuquerque, Understanding the Hand from the Inside-Out Developmental Activities Based on Hand Anatomy. https://www.clinicians-view.com/University/PDF/HF01/HF01TextPreview.pdf. Boyle, C. M. (2007). An analysis of the efficacy of a motor skills training programme for young people with Moderate Learning Difficulties. International Journal of Special Education, 22(1), 11–24. Bureau of Exceptional Education and Student Services Florida Department Education. (2012). Assessments of Functional Skills. Florida: State of Florida, Department of State. Case-Smith J., O'Brien J. C. (2010). Occupational Therapy for Children. 6th ed. Missouri: Mosby Elsevier, 275-312. Cohen, E. J., Bravi, R., & Minciacchi, D. (2018). The effect of fidget spinners on fine motor control. Scientific Reports, 8(1), 1–9. Eather, N., Bull, A., Young, M. D., Barnes, A. T., Pollock, E. R., & Morgan, P. J. (2018). Fundamental movement skills: Where do girls fall short? A novel investigation of object-control skill execution in primary-school aged girls. Preventive Medicine Reports, 11(October 2017), 191–195. Exner C. E. (1992). In-hand manipulation skills. In: Case-smith J, Pehoski C. editors. Dev…
subject: Special Еducation & Inclusive Еducation
  topic: section
subject: fine motor abilities
  topic: keywords
subject: in-hand manipulation
  topic: keywords
subject: finger coordination
  topic: keywords
subject: tip grip
  topic: keywords
subject: thumb opposition
  topic: keywords
subject: primary schoolchildren
  topic: keywords
creator: Raya Tsocheva-Gencheva
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 46
ending page: 60
doi: 10.60059/SPL.2020.1.46-60

Perception of students with special educational needs from their classmates in mainstream class
type: item
description: Inclusive education is a process that is interesting for both studying and observing as it follows the logic and policy for the integration of people with different abilities. A lot of studies focus on examining this process in a mainstream educational setting. The growing numbers of schoolchildren with special educational needs creates the necessary prerequisites for studying different attitudes, interrelations among schoolchildren in a class as well as the role of the mainstream teacher in the process. The current study addresses some of these issues. An attempt is made to describe inclusive education as a multi-faceted process which brings together the children and schoolchildren with special educational needs and their teachers, classmates, peers from the informal community they are part of, parents. The interrelations which evolve among them in the process of learning at a mainstream school are of particular interest. The study attempts at showing the attitudes of mainstream schoolchildren to their classmates with special educational needs, the degree in which they are ready to build any relationship with them as well as the attitudes of the mainstream teachers to the schoolchildren with special needs and to inclusive education as well. References: Andreev, Y. (1994). Oligofrenopsihologia. Sofia: University Press “St. Kliment Ohridski”. Dionisieva, K. (1996). Gluhotata v detska vuzrast: ranno otkrivane I vuzdeistvie. Sofia: Setiva. Dobrev, Zl. (2008). Integriranoto obuchenie na decata sus SOP i resursnite uchiteli - plusove i minusi. SB. Osobenosti na integriranoto obuchenie. Sofia. Dobrev, Zl. (2009). Suvremenni tendencii v integraciata i obuchenieto na deca s umstvena izostanalost. University Press “St. Kliment Ohridski”. Evgenieva, E. (1999). Problemyt za integriraneto na deca s intelektualna nedostatychnost. Pedagogika, 12, 24-32. Evgenieva, E. (2007). Anketno prouchvane sred uchiteli za nachaloto na procesa na integrirane. Specialna pedagogika, 1, 62-74. K…
subject: Special Еducation & Inclusive Еducation
  topic: section
subject: inclusive education
  topic: keywords
subject: special educational needs
  topic: keywords
subject: mainstream schools
  topic: keywords
subject: mainstream teachers
  topic: keywords
subject: classmates
  topic: keywords
creator: Maria Valyavicharska
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 27
ending page: 45
doi: 10.60059/SPL.2020.1.27-45

Impact of social isolation on everyday life of visually impaired people
type: item
description: Social isolation is challenging for everyone unless it is undertaken as a personal choice. When facing a situation that demands fast adaptation to an unnatural rhythm and daily routine, people start looking for coping strategies. Remote working, studying, communicating and shopping, which have so far been an incidental option, are now the one and only option. The current article reviews measures undertaken by the majority of organizations of and in support of blind people so as to offer up-to-date information to their members/target audience, to provide for their needs for access, to acquaint them with the available alternative forms of studying, communication, social activities and technologies as well as to reduce to the minimum the feeling of isolation. What is the impact of social distancing and isolation on people with visual impairments, do they encounter difficulties in performing everyday activities and how do they cope with the imposed restrictions and measures for the prevention of the spread of the decease? To answer these questions a survey was conducted among 26 individuals with visual impairments which sought to find out their attitude to the restrictive measures, the degree in which they found it possible to perform their daily activities as well as an analysis of the positive and negative impact on their personal lives. References: Radulov, Vl. (2019). Sotsialni problemi na slepotata i slaboto zrenie. Sofia: IK „Fenomen“. Sotiriou, K. (2018). Avtoreferat na disertatsionen trud na tema: “Razvitie na sotsialni kompetentsii u zritelno zatrudneni uchenitsi”. Sofia: SU „Sv. Kl. Ohridski“. Tsvetkova-Arsova, M. (2008). Orientirane i mobilnost, vtoro razshireno i dopalneno izdanie. Sofia: UI „Sv. Kl. Ohridski“. Beecham, J. (2020). The NFB of Colorado Takes the Distancing Out of Social Distancing. Braille monitor, May, Vol. 63, No. 5. Baltimore, Maryland: The National Federation of the Blind. Crossland, M. (2020). What coronavirus crisis means for blind and p…
subject: Special Еducation & Inclusive Еducation
  topic: section
subject: social isolation
  topic: keywords
subject: visually impaired
  topic: keywords
subject: access
  topic: keywords
subject: daily activities
  topic: keywords
subject: prevention
  topic: keywords
subject: COVID-19
  topic: keywords
creator: Margarita Tomova
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 5
ending page: 26
doi: 10.60059/SPL.2020.1.5-26

Editor-in-chief address
type: item
subject: The Editors' Pages
  topic: section
creator: Anna Trosheva-Asenova
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 1
ending page: 3

Presentation of the bulgarian translation of the book “Support for persons with severe intellectual and multiple disabilities. Ways for quality life” Bea Maes and Carla Vlaskamp – editors
type: item
subject: Review
  topic: section
creator: Mira Tsvetkova-Arsova
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 38
ending page: 40
doi: 10.60059/SPL.2021.1.38-40

Early diagnostics of children's language development and prevention of spelling and reading disorders
type: item
description: The article attempts to summarize the results of research that indicate the possibility of non-normative manifestations in the functioning of oral language in upper preschool age to be a reliable predictor with prognostic value for future difficulties in mastering written language. A study of the oral language of 100 children aged 6-7 years shows the leading predictive role of expressive language deficit. The prospective assessment of language development and the recognition of predictors indicating future difficulties in literacy at pre-school age are necessary conditions for prevention, timely therapy and reduction of the manifestations of specific disorders of written language and learning. References: Atanasova-Trifonova, M., Atanasov, D., Peneva, L., Andonova, E., Mutafchieva, M., Kolcheva, N. (2014). Skrining test za trigodishni detsa. Rakovodstvo. Sofiya: Bulvest 2000. Todorova, E. (2005). Diagnostika na ezikov deficit pri disleksiya, chast I. Sofiya: Logopedichen centar Romel. Todorova, E. (2013). Disleksiya. Retrieved October 25, 2020, from https://www.facebook.com/dyslexia.kids/posts/2077721382263637. Todorova, E. (2016). Disleksiya: Specifichni narusheniya na sposobnostta za uchene. Sofiya: UI Nov Balgarski universitet. Tsenova, Ts. (2011). Normi za pravilno pisane i skrining na priznatsi za disleksiya pri uchenitsite ot ІІ, ІІІ i ІV klas – Disertatsionen trud. Sofiiski Universitet “Sv. Kliment Ohridski” (Bulgariya). Retrieved May 24, 2021, from http://digilib.nalis.bg/xmlui/handle/nls/2842. Tsenova, Ts. (2019). Logopediya: Opisanie, diagnostika i terapiya na komunikativnite narusheniya. Sofiya: UI “Sv. Kliment Ohridski”. Tsenova, Ts. (2020a). Discussion Aspects of the Relationship between Oral and Written Language Disorders. Special Education and Speech & Language Therapy, 1(2020), 61-74. Tsenova, Ts. (2020b). Prediktori za disleksiya na razvitieto. Godishnik na SU, FNOI, tom 113, red. Kolarova, Ts. i kol., Sofiya: UI ”Sv. Kliment Ohridski”, (pod pechat)…
subject: Speech & Language Therapy
  topic: section
subject: early diagnostics
  topic: keywords
subject: specific language impairment
  topic: keywords
subject: predictors
  topic: keywords
subject: developmental dyslexia
  topic: keywords
subject: prevention
  topic: keywords
creator: Teodora Yaramova
creator: Tsvetanka Tsenova
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 18
ending page: 37
doi: 10.60059/SPL.2021.1.18-37

Social-sexual education of students and youth with multiple disabilities
type: item
description: Socio-sexual education of students and young people with multiple disabilities is a topic that provokes a lot of discussion, both among the professional community and society as a whole. As a society, we continue to feel uncomfortable about sexuality and disability. That is why it is not uncommon for misunderstandings and confusions in socio-sexual development and upbringing to stem from these different ideas that people have about sexuality. All this requires to enrich the pedagogical experience in this field and to offer modern educational programs in social and sexual education for students and young people with many disabilities. Clear rules, specific training and impact guidelines, as well as appropriate practical training for school staff and the family are very important in providing appropriate social and sexual training to a child with multiple disabilities. Good policies and guidelines reduce the risk of real abuse or suspicion. A holistic approach to social and sexual education may take longer, but ensures success in providing sexual education to this group of students and young people. References: Stoynova D., Dobreva K., & Kangalova, G. (2006). Rakovodstvo za obuchenie na zritelno zatrudneni detsa s dopalnitelni uvrejdania. ARDNZ, Sofia. Tzvetkova – Arsova, M. (2002). Obuchenie na zritelno zatrudneni s mnojestvo uvrejdania I na sljapogluhi. Ekoprint, Sofia. Tzvetkova – Arsova, M. (2015). Pedagogika na detsa I utchenitsi s mnojestvo uvrejdania. IK “Fenomen”, Sofia. Kapperman, G., & Kelly, S. (2013). Sex Education Instruction for Students Who Are Visually Impaired: Recommendations to Guide Practitioners. Journal of Visual Impairment & Blindness, May-June, 226-230. Krupa, C., & Esmail, S. (2010). Sexual health education for children with visual impairments: Talking about sex is not enough. Journal of Visual Impairment & Blindness, 104, 327-337. Miller, T. (1994). Social/sex education for the deafblind. New Bruswick, Canada. Miller, T. (1999). Social/sex ed…
subject: Special Еducation & Inclusive Еducation
  topic: section
subject: socio-sexual
  topic: keywords
subject: training
  topic: keywords
subject: development
  topic: keywords
subject: educational
  topic: keywords
subject: program
  topic: keywords
subject: multiple disabilities
  topic: keywords
creator: Emanuela Stoilova
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 5
ending page: 17
doi: 10.60059/SPL.2021.1.5-17

About the attitudes of the authors of scientific publications
type: item
subject: The Editors' Pages
  topic: section
creator: Anna Trosheva-Asenova
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 3
ending page: 4
doi: 10.60059/SPL.2021.1.3-4

Development of digital resources to promote students' practical training and remote learning
type: item
subject: Projects
  topic: section
creator: Elena Boyadzhieva-Deleva
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 65
ending page: 69
doi: 10.60059/SPL.2021.2.65-69

Pedagogical technologies in mastering calendar-temporal vocabulary in the training of students in Bulgarian sign language
type: item
description: The article outlines the outcomes of an experimental study, aimed at identifying the features of mastering calendar-temporal vocabulary by hearing students via applying specific pedagogical technology in the teaching of BGSL as a second language (E2). Recruited are 180 volunteers, aged 18-32 years - hearing students (all female) who have studied the basics of BGSL as a second sign system. Depending on the applied pedagogical technology, the participants were divided into two groups: control (KG) and experimental (EG). The content of the tested training tool is a symbiosis between representation of motor-spatial structures, representation of knowledge, and graphical coding, offering reliable information about the sign units, which have a strongly abstract character. The diagnostic check of the skills for using calendar-temporal vocabulary was made by setting a linguistic task, including the performance of signs expressing temporal meanings, which were conditionally distributed into 8 categories on a semantic basis. The analysis of the results identified statistically significant differences in the sign production of students from KG and EG in 6 semantic categories (<0.01, <0.05). In 3 of them the obtained data were an indicator of a high level of significance (<0.001). The results clearly demonstrated the positive effect of the applied pedagogical technology in the presentation of signs denoting calendar-time concepts. References: Angelova, P. (2018). Vtori ezik za detsa, Reader za uchiteliya, Izd. “Elias Kaneti”. Balkanska, N. (2009). Kohlearnata implantatsia v detska vazrast – prilozhenie, rehabilitatsia, obuchenie, S. Balkanska, N., Lozanova, Sl., Dionisieva, K. (2020). Metodichesko rakovodstvo za obuchenie po balgarski zhestov ezik v preduchilishtna I nachalna uchilishtna vazrast, MON, S. Jangozova, Sp., Mosheva, M., Staikov, L. (2006). Balgarski zhestomimichen rechnik, IK Kurazh – Tishina, S. Lozanova, Sl. (2018). Balgarskiyat zhestov ezik kato predmet na lingvo…
subject: Special Еducation & Inclusive Еducation
  topic: section
subject: calendar-temporal vocabulary
  topic: keywords
subject: Bulgarian sign language
  topic: keywords
subject: second language
  topic: keywords
subject: hearing students
  topic: keywords
subject: pedagogical technologies
  topic: keywords
creator: Diyana Georgieva
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 48
ending page: 64
doi: 10.60059/SPL.2021.2.48-64

A comparative analysis of the views on online and distance learning of special education teachers, teaching students with special educational needs in Bulgaria and Greece
type: item
description: The article outlines the results from a cross-cultural study, conducted in 2020-2021 among special education teachers, working with children and students with special educational needs (SEN) in online and distance form in Bulgaria and Greece. Different aspects of the practical work of the special education teachers are outlined: their preparedness for such form of work, their views on the competencies they should have, their opinions on the effectiveness of the online and distance learning, the types of online platforms they use, the difficulties they encounter, etc. References: Naredba za priobshtavashtoto obrazovanie. Prieta s PMS No 232 ot 20.10.2017 g., obn., DV, br. 86 ot 27.10.2017 g., izm. i dop. DV. br.92 ot 27 oktomvri 2020 g. Tsvetkova-Arsova, M., Tomova, M. (2021). Novi kompetentnosti na spetsialnite pedagozi, podpomagashti priobshteni detsa i uchenitsi sas spetsialni obrazovatelni potrebnosti (SOP) v usloviyata na onlayn i distantsionno obuchenie, Obshtouniversitetska nauchna konferentsia „IZMERENIA NA KOMPETENTNOSTTA“, Sofia, dekemvri 2020 g., UI „Sv. Kliment Ohridski“, 315-332. Tsvetkova-Arsova, M., Tomova, M., Antoniu, A. (2021). Rabota s detsa i uchenitsi sas spetsialni obrazovatelni potrebnosti (SOP) v usloviyata na onlayn i distantsionno obuchenie v Bulgaria i Gartsia – sravnitelno prouchvane, vtora nauchno-prakticheska konferentsia „OBRAZOVANIE I IZKUSTVA: TRADITSII I PERSPEKTIVI“, Sofia, noemvri 2021 g., UI „Sv. Kliment Ohridski“, 476-489. Zakon za preduchilishtnoto i uchilishtno obrazovanie, obn. DV. br.79 ot 13.10.2015 g., izm. i dop. DV. br. 82 ot 18.09.2020 g., publ. 18.09.2020 g. Baglama, B., Yikmis, A., Demirok, M. S. (2017). Special Education Teachers' Views on Using Technology in Teaching Mathematics. European Journal of Special Education Research, 2 (5), 120-134. doi:10.5281/zenodo.839032. Baglama, B., Yikmis, A., Demirok, M. S. (2017). Special Education Teachers' Views on Using Technology in Teaching Mathematics. European Journal of Spe…
subject: Special Еducation & Inclusive Еducation
  topic: section
subject: online and distance education
  topic: keywords
subject: students with special educational needs (SEN)
  topic: keywords
subject: special education teachers
  topic: keywords
subject: comparative study
  topic: keywords
subject: Bulgaria
  topic: keywords
subject: Greece
  topic: keywords
creator: Mira Tsvetkova-Arsova
creator: Margarita Tomova
creator: Argyroula Antoniou
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 26
ending page: 47
doi: 10.60059/SPL.2021.2.26-47

Anne Sullivan - The Miracle Worker
type: item
description: Based on the analyzed new sources, including speeches and greetings to various institutions, this study presents little-known facts from the life path of the unique teacher Anne Sullivan - from the poorhouse to the world fame, earned with the training of the great deafblind Helen Keller. The principles and stages in the so-called Sullivan's "Conversational approach", aimed at overcoming the formal structure of education, based on the real needs of the deafblind child, are systematized. Without overstating the verbal speech in her original concept, she succeeds to find the optimal balance between nonverbal and verbal communication. Ann Sullivan's views about general education and the school of the future and her attitude to the social problems are still relevant today. References: Kelar, H. (2004). Istoriyata na moya zhivot. Balgarska asotsiatsia za obuchenie na zritelno zatrudneni detsa, Sofia. Radulov, V. (2017). Istoria na pedagogikata na zritelno zatrudnenite. izdatelstvo „FENOMEN“, Sofia. Radulov, V. (2020). 140 godini ot rozhdenieto na Helan Kelar, prouchvane varhu edna unikalna lichnost. „Spetsialna pedagogika i logopedia“, tom 2, 2020. Bell, A. (1903). Letter from Alexander Graham Bell to Annie Sullivan, April, 2, 1903. https://www.loc.gov/resource/magbell.12800108/?st=gallery. Braddy, N. (1933). Anne Sullivan Macy: The Story Behind Helen Keller. Doran, NY. Keller, H. (1955). Teacher: Anne Sullivan Macy. AFB New York. Lash, J. (1981). Helen and teacher. The story of Helen Keller and Anne Sullivan Macy. “Dell Publishing Co” New York. Macy, J. (1905). The story of my life by Helen Keller with her letters. Doubleday, Page & Company. Sullivan, A. (1886). Anne's Commencement Speech at the Perkins School for the Blind (June 1, 1886), The Helen Keller Kids Museum. https://www.afb.org/about-afb/history/online-museums/helen-keller-museum. Sullivan, A. (1894). Account in her address at Chautauqua, in July, 1894, at the meeting of The American Association to Promote the…
subject: The Editors' Pages
  topic: section
subject: Anne Sullivan
  topic: keywords
subject: Helen Keller
  topic: keywords
subject: deafblind education
  topic: keywords
subject: conversational approach
  topic: keywords
subject: general education
  topic: keywords
subject: social ideas
  topic: keywords
creator: Vladimir Radulov
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 3
ending page: 25
doi: 10.60059/SPL.2021.2.3-25

Development of Bulgarian sign language dictionary to support deaf people in crisis situations
type: item
description: The purpose of the article is to present a methodology for developing a Bulgarian sign dictionary for communication during crisis situations. Linguistic data are extracted according to basic lexicographical principles for creation of sign dictionaries relying on observations on real-life usage of the signs. In specially organized seminars with deaf moderators, carried out in the form of free discussion on the Zoom communication platform, deaf people and users of the Bulgarian sign language are provided with the opportunity to communicate without interference from the Bulgarian verbal language. The extracted data are processed manually on the specialized program ELAN to describe all usage variants of the signs on different topics important for the crisis communication. In its final version, the dictionary contains 600 units and it clearly demonstrates that there is no complete correspondence between the vocabulary units of the Bulgarian verbal and the Bulgarian sign language. There are many key concepts related to crisis communication that have no corresponding signs. References: Lozanova, Sl., Iv. Stoyanova. (2016). Interkulturni i sotsiolingvistichni osobenosti na zhestoviya ezik v obshtnostta na khorata s uvreden slukh v Bŭlgariya. Sbornik Paisievi cheteniya: Ezik, literatura i interkulturna komunikatsiya, 2016:290-302. Lozanova, Sl. (2015). Semiotichni aspekti na verbalno-zhestoviya bilingvizŭm pri detsa s ureden slukh. Disertatsiya za prisŭzhdane na nauchnata stepen „doktor”, Nov bŭlgarski universitet. Lozanova, Sl. (2018). Bŭlgarskiyat zhestov ezik kato predmet na lingvosemiotichno izsledvane – metodologiya i izvodi. sb. Nauchni i prakticheski aspekti na priemashtoto obrazovanie, UI Sv. Kliment Okhridski, 260-269. Tisheva Ĭ., V. Khristova, V. Zhobov, G. Dacheva, Kr. Aleksova, P. Angelkova, TS. Popzvateva, YU. Stoyanova. (2017). Rechnik na bŭlgarskiya zhestov ezik. Izd. Izkustvo i obrazovanie. MON., Sofiya. Accessed: https://mon.bg/upload/21132/Rechnik_bg_zhesto…
subject: Special Еducation & Inclusive Еducation
  topic: section
subject: online sign language dictionary
  topic: keywords
subject: Bulgarian sign language
  topic: keywords
subject: crisis communication
  topic: keywords
subject: WordNet
  topic: keywords
subject: Covid-19
  topic: keywords
creator: Slavina Lozanova
creator: Ивелина Стоянова
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 51
ending page: 64
doi: 10.60059/SPL.2022.1.51-64

Intellectual functioning in children with specific learning disorders
type: item
description: The article outlines the results of a study on the specific features, similarities and differences in intellectual functioning in children with specific learning disabilities. The focus is on the heterogeneity of intellectual functioning, whereas the questions of causality and localization of deficits are subordinated to the task of gaining a better understanding of the qualitative aspects of the intellectual profile and their potential compensatory role in providing appropriate interventions and support strategies. Features of the components of measured intelligence in two groups of disorders (specific reading disorder and mixed disorder of scholastic skills) are explored, and the findings are transposed into a comparative perspective in order to differentiate significant similarities and differences. Emphasis is placed on the qualitative interpretation of test scores, the applicability of which provides a more in-depth, sophisticated, and tailored understanding of each of the clinical groups studied. The underlying hypothesis is that such an approach has significantly better power in the differential diagnosis and can provide valuable information in the process of developing and implementing therapeutic and educational strategies. References: Avt. kol. (2008). Balgarska standartizatsia na test za inteligentnost za detsa HAWIK-R 1983. Sofia: Natsionalen centar za opazvane na obshtestvenoto zdrave. Mezhdunarodna klasifikatsia na bolestite, X reviziya (1998). Sofia: Natsionalen centar za kompleksno izsledvane na choveka. Polnareva, N., Terziev, D., Avramova, A. (2007). Detska Psihiatriya. V Psihiatriya, psihologiya I psihoterapiya. Sofia: UI Meditsina, 275-335. Polnareva, N. (2013). Razstroistva na detskata I iunosheskata vazrast. V Psihiatriya: Uchebnik za student I spetsializirashti lekari. Sofia: Meditsina I fizkultura, 411-443. Terziev, D. (2022). Nevrorazvitiini razstroistva v detska I iunosheska vazrast. Sofia: Steno. American Psychiatric Association. (2013). D…
subject: Special Еducation & Inclusive Еducation
  topic: section
subject: learning disorder
  topic: keywords
subject: intellectual functioning
  topic: keywords
subject: psychological assessment
  topic: keywords
subject: intelligence testing
  topic: keywords
subject: WISC
  topic: keywords
creator: Mihaela Hristova
creator: Svetla Staykova
creator: Harieta Manolova
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 31
ending page: 50
doi: 10.60059/SPL.2022.1.31-50

Family-mediated early intervention – natural communication model supporting interaction child – parent in early childhood
type: item
description: Family-mediated early interventions (FMEI) as a natural communicative model is effective in addressing the needs of children with developmental disabilities and enhancing parents’ competence in supporting parent-child social interactions. The article presents 2019 cross-sectional study conducted in Varna, Bulgaria with 40 parents and 40 children participating. The study aims to explore the relationship between FMEI service use, parental capacity and children’s social functioning and adaptive skills. Results indicated a significant progress in 2–3-year-old children. FMEI prove to be effective and meaningful for parents and their children. References: Able-Boone, H. (1996). Ethics and early intervention: Toward more relationship focused interventions. Infants and Young Children, 9 (2), 13 - 21. Almirall, D., DiStefano, C., Chang, Y. C., Shire, S., Kaiser, A., Lu, X., et al. (2016) Preschool deployment of evidence–based social communication intervention: JASPER in the classroom, Journal of Autism and Developmental Disorders, 46(6), 2211–2223. Baxendale J. & Hesketh. A (2003) Comparison of the effectiveness of the Hanen Parent Programme and traditional clinic therapy, International Journal of Language & Communication Disorders. 38 (4), 397-415. Fiese, B. H. (1992). Dimensions of family rituals across two generations: Relation to adolescent identity, Family Process, 31, 151–162. Goods, K. , Ishijimma, E., Chang, Ya., Kasari, C. Preschool based JASPER intervention in minimally verbal children with autism: Pilot RCT. Journal of Autism and Developmental Disabilities, 43, 1050–1056. Hancock, T. B., & Kaiser, A. P. (2006). Enhanced Milieu Teaching. In R. McCauley & M. Fey (Eds.), Treatment of Language Disorders in Children, pp. 203-233. Baltimore: Paul Brookes. Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26 (1): 55-88. Kaale, A., Fagerland, M. W., Martinsen, E. W., & Smith, L. (2014) Preschool-based social communication t…
subject: Speech & Language Therapy
  topic: section
subject: FMEI
  topic: keywords
subject: natural communication
  topic: keywords
subject: research
  topic: keywords
subject: early age
  topic: keywords
creator: Nikoleta Yoncheva
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-09-09
publication date: 2025-09-09
starting page: 16
ending page: 30
doi: 10.60059/SPL.2022.1.16-30