e-Pedagogium 2010, 10(89):389-403

Neslyšící dítě ve slyšící pěstounské rodině

Alice Dužíková Kramářová

SPC pro SP při MŠ, ZŠ a SŠ pro sluchově postižené ve Valašském Meziříčí, detašované pracoviště Frýdek-Místek, 8. pěšího pluku 1975

At his workstation I care with three foster-family hearing handicapped children that have as a result of their living lives of 5.1. additional disability and "emotional traumata. Each of these families had to cope with difficulties, to leave their current lifestyle, where appropriate, their work, their interests and passions to reduce to a minimum and any time paid to such children and their sorrow and problems. Must undergo intensive anabáze after ordinacích of specialists, deal with the issue of new diagnosis and therapeutic procedures to resolve problems with the education sector, these children are taught how work with modern techniques and find contacts to the organizations that they they can help.
Education of the child in a foster-care sptm is very intensive and responsible business. Requires enormous effort, patience and foster cooperation families with lots of experts. How in the practice shows, SP child in foster-care not only auditory defect, but in most cases, drtivé over time affect other diagnosis as eye defect, ADHD, autismus, neurological and a psychiatric diagnosis, etc. A very missing enough professional Pěstounům information and assistance offices.
The big issue demonstrates the need for training of children in schools for the hearing. These schools are very remote from the place of residence of children in foster care, sptm, and these cannot daily people. Stay in internátu means detachment to stolen from new families, If the child in a foster-family firmly enshrined emotionally. Then may experience the regression of psychiatric suffered and to their escalation into pathological speeches as already referred to boys. Flowfamily I child gets back to the top, compulsory education should be dealt with not too in an appropriate manner - by integrating with an Assistant for the znalostí character speech. And here again the problem hallmarked by hate-best chool in place residence have their assistants, who do not know, or speech and therefore basics character not for the child to communicate with one of the most heavily sptm installations.
Whereas that health and psychological status of the child It is more important than formal education, we therefore prefer integration with maximum care and using SPC for sptm, pěstounů and educational workers and with legislative amendments education.
Pěstounským families very missing public recognition of their work and adequate presentation to the public. Working with these children is prepare for some time, friends, hobbies, but gave them new friends, opened up new horizon before them, gave them a chance and joy of success.
However, these dedicated people I feel big love these affected children, large obětavost and enthusiasm with which to foster-care project, regardless of the obstacles that they are waiting. Their care of these children work as mission and perhaps even more for them than for its own children and they are even named the whole of our society.

Keywords: Foster family × a hearing-impaired child, socialization process × educational issues troubles, separation × alienating, social interaction

Published: December 1, 2010  Show citation