magistrsko delo
Sara Danilovska (Author), Milena Košak Babuder (Mentor), Helena Smrtnik Vitulić (Co-mentor)

Abstract

Disleksija je najpogostejša med specifičnimi učnimi težavami, ki se po navadi pri posamezniku kaže kot težave pri branju, pravopisu in pisanju zaradi posebnosti/težav na področju nevrofiziološkega delovanja, čeprav so njegove splošne intelektualne sposobnosti povprečno ali nadpovprečno visoke. Raziskave kažejo, da lahko otrokom, ob zgodnjem prepoznavanju težav, povezanih z disleksijo, nudimo ustrezno pomoč pri njihovem premagovanju. V magistrskem delu podrobneje predstavljamo zgodnje znake disleksije, njihovo prepoznavanje ter pomen zgodnje obravnave. V slovenskem šolskem sistemu se disleksija najpogosteje prepozna šele z otrokovim vstopom v osnovno šolo, čeprav prve napovednike disleksije lahko pri otroku prepoznamo že v predšolskem obdobju in mu nudimo ustrezno obravnavo. Pri zgodnjem prepoznavanju napovednikov za disleksijo v predšolskem obdobju imajo pomembno vlogo tudi vzgojitelji in pomočniki vzgojiteljev. Osrednji cilj magistrskega dela je bil ugotoviti, kakšno znanje in izkušnje imajo vzgojitelji in pomočniki vzgojiteljev v vrtcih o disleksiji in njenem zgodnjem prepoznavanju. Podatki so bili pridobljeni s pomočjo anketnega vprašalnika, ki ga je izpolnilo 88 vzgojiteljev ter 52 pomočnikov vzgojiteljev. Rezultati raziskave so pokazali, da večina vključenih vzgojiteljev in pomočnikov vzgojiteljev v okviru strokovnega usposabljanja ni obravnavala vsebin, povezanih z disleksijo. Večina med njimi sicer meni, da se lahko zgodnji znaki disleksije, ki so napovedniki disleksije, prepoznajo že v predšolskem obdobju, s čimer lahko pripomoremo k zmanjševanju poznejših težav zaradi disleksije. Kljub temu pa se večina vzgojiteljev ne čuti ustrezno usposobljenih za zgodnje prepoznavanje disleksije, zato bi potrebovali dodatna izobraževanja in informacije o značilnostih disleksije pri otrocih ter (sistemsko) podporo pri zgodnjem prepoznavanju otrok, ki kažejo znake, ki bi se kasneje v razvoju lahko izrazili kot disleksija.

Keywords

zgodnje otroštvo;zgodnje prepoznavanje disleksije;specifične učne težave;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [S. Danilovska]
UDC: 376(043.2)
COBISS: 29767683 Link will open in a new window
Views: 460
Downloads: 72
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Other data

Secondary language: English
Secondary title: Identifying early signs of dyslexia in preschool children
Secondary abstract: Dyslexia is the most common specific learning difficulty, and, usually, manifests itself in reading, spelling, and writing difficulties due to specifics/problems in the field of neurophysiological functioning, even though the general intellectual abilities are average or above average. Research shows that with early detection of dyslexia-related problems, we can offer children appropriate help in overcoming them. In this master's thesis, we present the early signs of dyslexia, their recognition, and the importance of early treatment. In the Slovenian school system, dyslexia is most often recognized after a child enters primary school, although the first signs of dyslexia can be recognized in the preschool period and offer appropriate treatment to the child. Preschool teachers play an important role in the early identification of predictors of dyslexia in the preschool period. The main goal of this master's thesis was to find out what knowledge and experience educators and assistant educators in kindergartens have related to dyslexia and its early recognition. Data were obtained with the help of a questionnaire completed by 88 preschool teachers and 52 assistant preschool teachers. The results of the research showed that most of the preschool teachers and assistant preschool teachers involved did not address the issues related to dyslexia as part of their professional training. Most of them believe that the early signs of dyslexia, which are predictors of dyslexia, can be recognized in the preschool period, and can help reduce later problems due to dyslexia. However, most educators do not feel adequately trained in early detection of dyslexia, therefore they need additional education and information on the characteristics of dyslexia in children and (systemic) support in early identification of children who show signs that may later develop as dyslexia.
Secondary keywords: dyslexia;pre-school child;backward child;disleksija;predšolski otrok;otrok s posebnimi potrebami;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages: 64 f.
ID: 12042631