magistrsko delo
Lea Koren (Author), Marija Kavkler (Mentor)

Abstract

Učne težave se pri učencih enako pogosto kot samostojno pojavljajo v kombinaciji, tako da se med seboj prekrivajo oziroma sopojavljajo. Takšen specifični kognitivni profil pomeni težje prepoznavanje in s tem tudi dolgotrajnejše ter kompleksnejše zmanjševanje težav. Kadar učenci izhajajo iz manj spodbudnega okolja zaradi revščine, pogosto ne prejmejo dovolj ustreznih, zgodnjih izkušenj za usvajanje temeljnih spretnosti in znanj. Zato za zmanjševanje učnih težav potrebujejo zgodnjo učinkovito, intenzivno obravnavo, celostno vezano na vsa področja posebnih potreb. V teoretičnem delu smo predstavili pomen inkluzivne obravnave in sistemskega pristopa. Predstavili smo temeljne matematične spretnosti ter opredelili sopojavnost, vezano na govorno-jezikovne motnje, učne težave pri matematiki ter na manj spodbudno okolje zaradi revščine. Predstavili smo strategije dela z učenci s sopojavnimi motnjami ter nabor učinkovitih treningov tujih avtorjev. Naš osrednji cilj raziskave, v empiričnem delu, je bil ugotoviti, kako načrtovati, izvesti in evalvirati trening pomoči za učenca. Uporabili smo kvalitativni raziskovalni pristop. Izvedli smo študijo primera z učencem prvega razreda osnovne šole, pri katerem so se sopojavljali govorno-jezikovne motnje, učne težave pri matematiki ter manj spodbudno okolje zaradi revščine. V celotnem procesu so timsko sodelovali specialna pedagoginja, učiteljica in starši učenca. Ker je bil v raziskavo vključen učenec iz manj spodbudnega okolja, smo pred raziskavo pripravili tudi priročnik Matematika v domačem okolju z nasveti in konkretnimi usmeritvami za starše učenca. Poleg tega je specialna pedagoginja med treningom z učiteljico sodelovala pri načrtovanju, izvedbi in evalvaciji dela v razredu. Trening je obsegal oseminštirideset tridesetminutnih individualnih srečanj v dvanajstih tednih (štirikrat tedensko). Na osnovi učenčevih posebnih potreb smo določili področja dejavnosti, s katerimi smo razvijali spretnosti: količinske in številske predstave, strategije štetja, računske operacije, matematični jezik, grafomotoriko in vidno-motorično koordinacijo ter pozornost in koncentracijo. Pred začetkom treninga in po njem smo izvedli diagnostično ocenjevanje učenčevega znanja in spretnosti s pomočjo treh preizkusov, opazovanja ter nestrukturiranega pogovora z učiteljico in starši. Po koncu intenzivnega treninga je bil pri učencu opazen napredek na vseh v obravnavo vključenih področjih. Učenec je razvil številske predstave in strategije štetja, uspešno uporabljal računski operaciji seštevanja in odštevanja pri reševanju življenjskih besedilnih nalog ter ob tem usvojil tudi matematični jezik. Izboljšal je grafomotoriko in vidno-motorično koordinacijo, napredek pa je bil opazen tudi na področju pozornosti in koncentracije pri delu. Vsi sodelujoči so poleg napredka na omenjenih področjih izpostavili tudi učenčev spremenjen, bolj pozitiven odnos do matematike in do šolskega dela.

Keywords

manj spodbudno okolje;inkluzija;sopojavnost govorno-jezikovnih motenj;prvi razred;trening pomoči;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [L. Koren]
UDC: 376-056.264-053.2:51(043.2)
COBISS: 28755203 Link will open in a new window
Views: 255
Downloads: 36
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Other data

Secondary language: English
Secondary title: Forest pedagogy didactic toys for children aged2–4
Secondary abstract: As often as independent, learning disabilities overlap with each other. Such a specific cognitive profile is difficult to detect and thus also reduction of learning difficulties is longer and more complex. When students emerge from a less encouraging environment due to poverty, they are often not subjected to enough early experiances required for forming foundamental skills and knowledge. To reduce learing dificulties they require early, effective and intense care, related to all areas of special needs. In the theoretical part, we have introduced the meaning of inclusive education and the system approach. We have described foundamental mathematical skills and defined comorbidity as related to specific language impairments, math learning difficulties and less encouraging environments due to poverty. We have described strategies and a set of effective trainings of foreign authors for working with students with comorbid dissabilities. Our main goal for the empiric part of the study was to determine how to plan, execute and evaluate math assistance for the student. We used a qualitative research approach. We performed a study on a first grade primary school student with co-occuring specific language impairments, math learning difficulities and less encouraging environment due to poverty. A team of a special education teacher, teacher and the students parents worked together during the entire process. Due to there being a student from a less encouraging environment involved in the study, we have prior to the study prepared a handbook »Matematika v domačem okolju« with tips and concrete guidelines for the students parents. Furthermore, the special education teacher colaborated with the teacher in the training phase (five times) regarding the planing, execution and evaluation of class work. The training lasted fourty-eight meetings, through twelve weeks in the form of thirty minute individual meetings, four times a week. Based on the students special needs, we have determined areas of activities with which we have developed skills: quantitative and numeric skills, counting strategies, mathematical operations, math language, graphomotoric, visual-motoric coordination, attention and coordination. Before and after the training we diagnostically graded the students knowledge and skills with the help of three tests, observations and a non-structured talk with the teacher and parents. After the intensive training, the student showed improvement on all areas. The student developed numeric skills, counting strategies and succesfully used addition and substraction in solving life-based textual tasks and along with that conquered the mathematical language. He improved graphomotoric and visual-motoric coordinatioon, progress was also made on attention and coordination. All involved have along with the progress on the mentioned areas also observed students changed, more positive attitude towards math and school work in general.
Secondary keywords: speech defect;learning difficulty;mathematics;govorna motnja;učne težave;matematika;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Pages: 138 str.
ID: 12027445