magistrsko delo
Sara Kosec (Avtor), Marija Kavkler (Mentor), Milena Košak Babuder (Komentor)

Povzetek

Učenci s posebnimi potrebami, med katerimi so tudi učenci s primanjkljaji na področju učenja branja in pisanja (PPPU-MBP) ob koncu osnovne šole obvezno opravljajo nacionalni preizkus znanja iz slovenščine. Učenci preizkus opravljajo s prilagoditvami, ki so izbrane individualno za vsakega učenca in izhajajo iz njihovih primanjkljajev in potreb. Rezultati učencev s PPPU-MBP so na nacionalnem preverjanju znanja iz slovenščine kljub prilagoditvam pomembno nižji od njihovih vrstnikov brez posebnih potreb (leta 2015 je bilo med njihovimi rezultati 19,6 odstotnih točk razlike). Učenci s PPPU-MBP zaradi pomanjkljivo usvojenega šolskega znanja in slabše avtomatiziranih temeljnih spretnosti branja in pisanja kažejo različne primanjkljaje na področju znanja slovnice in pravopisa, za pisno sporočanje pa so manj motivirani. Na podlagi njihovih rezultatov lahko zaključimo, da je učencem s PPPU-MBP potrebno pri preverjanju in ocenjevanju znanja ter nacionalnem preverjanju znanja omogočiti takšne prilagoditve, da bodo lahko optimalno izkazali svoje znanje. Učenci zaradi svojih primanjkljajev potrebujejo dodatno podporo in pomoč ter način poučevanja, ki jim bo omogočal premagovanje primanjkljajev ter jim ponudil možnost uspešnega učenja slovenščine. V teoretičnem delu magistrskega dela so predstavljeni inkluzija, pismenost, nacionalno preverjanje znanje ter značilnosti učencev s PPPU-MBP (disleksija, disgrafija in disortografija). V empiričnem delu magistrskega dela predstavljamo rezultate 338 učencev 9. razreda s PPPU-MBP, ki so 7. maja 2015 opravljali NPZ iz slovenščine. Iz preizkusa smo izbrali 14 nalog na različnih taksonomskih ravneh znanja, ki so preverjale znanje slovnice in pravopisa ter spretnost pisanja. Povprečno dosežene točke in indeks težavnosti posamezne naloge smo primerjali med učenci s PPPU-MBP in njihovimi vrstniki brez PP. Z natančno analizo nalog in pridobljenimi rezultati smo ugotovili, da imajo učenci s PPPU-MBP težave pri vseh nalogah, ne glede na taksonomsko raven znanja. Zbrani rezultati nam omogočajo vpogled v pogostost in različnost napak ter opozarjajo na pomanjkljivosti v znanju slovnice in pravopisa učencev s PPPU-MBP. S pomočjo zbranih rezultatov empiričnega dela smo oblikovali nasvete in predloge za pomoč in podporo učiteljem ter specialnim in rehabilitacijskim pedagogom pri učenju ter pripravi različnih preizkusov ocenjevanja znanja za učence s PPPU-MBP. Učencem s PPPU-MBP je potrebno v prihodnje ponuditi takšne prilagoditve pri nacionalnem preverjanju znanja, ki jim bodo omogočile optimalno izkazovanje njihovega znanja.

Ključne besede

inkluzija;pismenost;slovnica;pravopis;pomoč;podpora;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [S. Kosec]
UDK: 376(043.2)
COBISS: 11579465 Povezava se bo odprla v novem oknu
Št. ogledov: 452
Št. prenosov: 94
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: The analysis of mistakes on the national assesment of the slovenian language made by children with reading and writing disabilities
Sekundarni povzetek: Students with special needs, including students with specific learning disabilities (SLD) in reading and writing have to take a national assessment in Slovenian language at the end of the primary school. Students perform the test with individual specified adjustments for each student according to his disabilities and needs. The results of students with SLD in reading and writing of the national assessment in Slovenian language are despite adjustments significantly lower than by their peers without special needs (in the year 2015, there was 19.6 percentage points of the difference among their results). The students with SLD in reading and writing due to lack of school knowledge and less automated basic reading and writing skills show various disabilities in grammar and orthography. Furthermore, they feel less motivated for written communication. According to their results, we can conclude that students with SLD in reading and writing need adjustments for knowledge testing, descriptive grading and national assessment to express their knowledge optimally. Due their disabilities, students need additional help, support and teaching method, which will allow them to overcome the disabilities and learn the Slovenian language successfully. In the theoretical part of the master’s thesis, inclusion, literacy, national assessment and the characteristics of students with SLD in reading and writing (dyslexia, dysgraphia and disortographia) are presented. In the empirical part of the master’s thesis, the results of 338 students with SLD in reading and writing of the 9th grade, who took the national assessment on 7 May 2015 in Slovenian language, are presented. 14 assignments according to the different knowledge levels of taxonomy were selected from the test, which verify grammar, orthography and writing skills. The average scores and the difficulty index of individual tasks were compared between children with SLD in reading and writing and their peers without special needs. The detailed analysis of the assignments and the obtained results set out that students with SLD in reading and writing have problems with all assignments, regardless the knowledge levels of taxonomy. The collected results give us an insight into the frequency and variety of errors, and highlight the deficiencies in grammar and orthography of students with SLD in reading and writing. According to the collected results of the empirical part, we established some advice and recommendations to help and support teachers and special educators for teaching and preparing various tests for students with SLD in reading and writing. In the future, students with SLD in reading and writing need the adjustments in national assessment that will enable them to express their knowledge optimally.
Sekundarne ključne besede: pupil;learning difficulty;učenec;učne težave;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak.
Strani: 103 str.
ID: 10843805