magistrsko delo
Mateja Šilc (Author), Stanislav Košir (Mentor)

Abstract

V magistrskem delu so bile proučene značilnosti pragmatičnih zmožnosti otrok z lažjo motnjo v duševnem razvoju. V raziskavi so bile analizirane značilnosti besednjaka, slovnične in vsebinske strukture govora učencev z lažjo motnjo v duševnem razvoju pri pripovedovanju, ugotavljale pa so se tudi značilnosti pripovedovanja glede na spol in starost. Raziskovalni pristop je bil kvantitativen. Za zbiranje podatkov sta bili uporabljeni deskriptivno-analitična in kavzalno-neeksperimentalna metoda. Uporabljen je bil neslučajnostni, priložnostni vzorec, v katerega je bilo vključenih šestdeset učencev z lažjo motnjo v duševnem razvoju, starih od sedem do devet let. Pragmatične zmožnosti učencev so bile ocenjene s Preizkusom pripovedovanja zgodbe Žabji kralj. Analiza rezultatov je pokazala, da se mlajša in starejša skupina otrok z lažjo motnjo v duševnem razvoju statistično pomembno razlikujeta v besednjaku, slovnični in vsebinski strukturi zgodbe. Izsledki raziskave kažejo večji napredek na področju pragmatičnih zmožnosti učencev z lažjo motnjo v duševnem razvoju v prvih letih šolanja zlasti na področju besednjaka, manj pa na področju slovnične in vsebinske strukture. Primerjava dosežkov otrok z lažjo motnjo v duševnem razvoju z dosežki enako starih otrok s tipičnim razvojem je pokazala, da odstopajo mlajši otroci z lažjo motnjo v duševnem razvoju od enako starih otrok s tipičnim razvojem v besednjaku, slovnični in vsebinski strukturi zgodbe manj kot starejši otroci z lažjo motnjo v duševnem razvoju od enako starih otrok s tipičnim razvojem. Pri primerjavi dosežkov otrok z lažjo motnjo v duševnem razvoju v besednjaku, slovnični in vsebinski strukturi zgodbe glede na spol ni bilo ugotovljenih razlik. Rezultati raziskave razkrivajo pragmatične zmožnosti učencev z lažjo motnjo v duševnem razvoju in so v pomoč logopedom, učiteljem, specialnim pedagogom in svetovalnim delavcem pri ugotavljanju profila posameznika, ki je osnova za načrtovanje individualiziranega programa. Z izvajanjem tega lahko strokovni delavci spodbujajo razvoj pragmatičnih zmožnosti učencev in posledično vplivajo na njihovo učno uspešnost, komunikacijsko kompetentnost in kakovost socialnih interakcij.

Keywords

jezik;govor;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Šilc]
UDC: 376.1(043.2)
COBISS: 10803785 Link will open in a new window
Views: 999
Downloads: 96
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Other data

Secondary language: English
Secondary title: Pragmatic abilities of pupils with mild intellectual disabilities
Secondary abstract: This master thesis examines characteristics of pragmatic abilities of pupils with mild intellectual disabilities. The research analyses the characteristics of vocabulary, grammatical and substantive structures of pupils with mild intellectual disabilities in storytelling, and concludes the characteristics of storytelling according to gender and age. Uncoincidental, scheduled pattern has been used in data collection of 60 pupils with mild intellectual disabilities, aging from 7 to 9 years. Pragmatic abilities of pupils were evaluated with the Frog king Storytelling test. The data analysis revealed great statistical differences in vocabulary, grammatical story structure and substantive structure of the story between the younger and the older children groups with mild intellectual disabilities. The research results show greater progress in area of pragmatic abilities (particularly in the area of vocabulary and a slightly lesser progress in areas of grammatical and substantive structure) of pupils with mild intellectual disabilities during their first years of education. Comparison of abilities among pupils with mild intellectual disabilities and those of the same age with typical development has showed lesser deviation in the group of younger children with mild intellectual disabilities compared to same aged children with typical development of vocabulary, grammatical and substantive story structure, and greater deviation in the group of older children with mild intellectual disabilities, compared to children of the same age with typical development. No gender differences have been determined when comparing achievements of children with mild intellectual disabilities in mental development according to vocabulary, grammatical and substantive story structure. The research results reveal pragmatic abilities of pupils with mild intellectual disabilities and can be means to research for speech therapists, teachers, special education teachers and counselors when considering profiles of individuals that are basis for individualized program planning. By implementing such program, the counselors can encourage development of pragmatic abilities of pupils, thus affecting their academic success, communication competency and social skills.
Secondary keywords: speech skill;backward child;pupil;govorna sposobnost;otrok s posebnimi potrebami;učenec;
File type: application/pdf
Type (COBISS): Master's thesis
Thesis comment: Univ. v Ljubljani, Pedagoška fak.
Pages: 171 str.
ID: 9075244