Acceso usuarios
Nuria Silvestre Benach, Cristina Cambra i Vergés
This study examines the relationship between drawing and oral language acquisition in deaf students aged three to jive. The sample is made up of one hundred participants: fifty deaf and fifty hearing children. Goodenough's Human Figure Drawing Test and the WPPSI Scale of Intelligence geometric design subtest have been used to evaluate graphic representation. The deaf participants' oral language has been assessed using the GAEL-P test. The main jindings were that there were no significant differences between the populations studied in terms of graphic representation. The oral language level of the deaf population does not correlate with the level of their geometric designs, but does with the complexity of the drawing of the human jigure at the age of 5. The main conclusion with respect to the relationship between oral language and figurative drawings suggests that different representations of symbolic functions should be integrated into children's education, especially in the case of deaf children
L'etude a pour objet d'etudier la relation entre dessin et acquisition du langage oral chez les eleves de 3 à 5 ans atteints de surdite. L'echantillon est forme par 100 participants, 50 sourds et 50 entendants. Pour l'evaluation de la representation graphique, le Test du Bonhomme de Goodenough et le sous-test des dessins geometriques de l'Echelle d'Intelligence WPPSI ont ere utilises. Le langage oral des participants sourds a ete evalue au moyen du test GAEL-P. Les principales decouvertes consistent en ce que, bien que des difference significatives n'apparaissent pas dans les population erudiees en ce qui concerne la representation graphique, le niveau de langage oral est correle positivement avec l'elaboration du dessin de laflgure humaine dans le cas de la population atteinte de surdite, mais pas avec la note reçue dans le test des dessins geometriques. La principale conclusion en ce qui concerne la relation entre langage oral et dessin flguratif est tres suggestive pour l'integration des differentes manifestations de la fonction symbolique dans l'education enfantine et plus specialement dans le cas de I 'enfant sourd
