magistrsko delo
Ana Leban (Avtor), Milena Košak Babuder (Mentor), Suzana Pulec Lah (Komentor)

Povzetek

Danes je pisanje osnovna spretnost s katero lahko izražamo svoje misli, čustva, izkazujemo svoje znanje in nas ne spremlja le v šolskem obdobju, temveč tudi kasneje skozi življenje. Če želimo, da se pisanje ohranja kot ena izmed oblik sporočanja, mora biti pisava berljiva in pravilno oblikovana. Berljivost rokopisa, pravilnost oblikovanih črk, besed ter različnih pisnih znamenj nam omogoča ustrezno razvita grafomotorika. Raziskave kažejo, da imajo številni otroci z motnjo pozornosti in hiperaktivnosti (ADHD) težave na področju grafomotorike in pisanja. ADHD je nevrorazvojna motnja, ki se kaže na različne načine, težave pa se pri učencih izkazujejo na področju pozornosti, hiperaktivnosti in impulzivnosti. Področje sopojavnosti ADHD ter težav pri pisanju je tako v domači kot tuji literaturi slabše raziskano, prav tako niso predstavljene strategije pomoči, ki bi učencem z ADHD omogočile lažje spoprijemanje s težavami pri pisanju. Strategij za pomoč pri sopojavljanju teh težav pa ni razvitih. Težave s pisanjem nimajo le negativen vpliv na učenje, učenčev razvoj in doseganje uspeha v šoli, temveč vplivajo tudi na njegovo šolsko samopodobo. V magistrskem delu smo raziskali, kakšne težave zaznavajo na področju pisanja pri učencih z ADHD specialni in rehabilitacijski pedagogi (SRP), ki izvajajo dodatno strokovno pomoč na osnovnih šolah z učenci z ADHD v Goriški regiji. Raziskali in analizirali smo pravopisno-slovnične napake ter grafomotorične težave pri štirih učencih z ADHD in njihovih dvanajstih sovrstnikih brez tovrstnih težav, ki obiskujejo 5. razred. Z vsemi šestnajstimi vključenimi učenci smo izvedli tri različne oblike zapisa: narek, prepis in samostojni zapis. Analizirali smo napake v njihovih pisnih izdelkih ter jih opazovali med nastajanjem pisnega izdelka. Rezultati raziskave so pokazali, da se pravopisno-slovnične napake pojavljajo pri obeh skupinah, tako pri učencih z ADHD kot pri učencih brez težav. Pri učencih z ADHD se pravopisno-slovnične napake največkrat pojavijo pri nareku, manj pri preostalih dveh vrstah zapisov, ta vrsta napak se pri učencih brez težav večkrat pojavi pri nareku in samostojnem zapisu. Skupno obema skupinama je, da sta pogosti napaki pri nareku: izpuščena črka in zamenjana črka zaradi neznanja. Učenci z ADHD pri nareku pogosteje kot njihovi sovrstniki brez težav črke okrnijo in jih slabše oblikujejo, pogosteje zamenjajo besede, jih izmaličijo in izpustijo. Na področju grafomotoričnih težav so rezultati naše raziskave pokazali, da imajo učenci z ADHD v primerjavi z njihovimi sovrstniki brez težav več grafomotoričnih težav. Te se kažejo kot nepravilen položaj telesa, glave in drže pisala, poleg tega imajo učenci z ADHD močnejši pritisk na podlago in neenakomerno hitrost pisanja. Pri opazovanju nastajanja izdelka učencev z ADHD, ki so bili vključeni v našo raziskavo, ugotavljamo, da se grafomotorične težave pri nastajanju izdelka razlikujejo glede na vrsto zapisa in posameznega učenca. Ne moremo posplošiti, katere težave so enoznačne za učence z ADHD oziroma da se najpogosteje pojavljajo pri učencih z ADHD. Analiza izdelkov obeh skupin je pokazala, da se težave na področju grafomotorike kažejo pri učencih z ADHD, pri učencih brez težav pa ni prisotnih večjih grafomotoričnih težav. Izsledki naše raziskave nakazujejo, da razlike obstajajo že med posameznimi vrstami zapisa. Nekatere napake se pojavijo pri eni vrsti zapisa pri enem učencu, pri istem učencu se te napake pri drugi vrsti zapisa ne pojavljajo več. Opažanja oziroma zaznave specialnih in rehabilitacijskih pedagoginj pri učencih z ADHD na področju pisanja smo pridobili s pomočjo intervjuja, ki smo ga sestavili za namen magistrske raziskave. Specialne in rehabilitacijske pedagoginje pri učencih z ADHD na področju pisanja zaznavajo pravopisno-slovnične napake in grafomotorične težave, pri vseh vrstah zapisov: prepisu, nareku in samostojnem zapisu. Glede na izsledke naše raziskave, iz analize intervjujev, analize pisnih izdelkov učencev z ADHD in prebrane literature lahko zaključimo, da se opažanja specialnih in rehabilitacijskih pedagoginj skladajo z literaturo.

Ključne besede

motnja pozornosti in hiperaktivnosti;ADHD;težave pri pisanju;grafomotorika;pravopis;načini pomoči;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Leban]
UDK: 616.89-008.47:159.946.4(043.2)
COBISS: 71194115 Povezava se bo odprla v novem oknu
Št. ogledov: 213
Št. prenosov: 8
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: Graphomotor and orthographic adequacy of writing in students with ADHD
Sekundarni povzetek: Writing is a fundamental skill with which we can express our thoughts, emotions, and demonstrate our knowledge of the world. This skill is not only important in one’s educational stage, but also later in life. If we want to preserve writing as one of the communication types, we have to make sure it is legible and correctly shaped. Manuscript legibility and appropriate letter, word, and sign formation are enabled by the development of graphomotor skills. Research suggests that children suffering from attention deficit hyperactivity disorder (ADHD) experience difficulties in the graphomotor and writing skills area. ADHD is a neurodevelopmental disorder and it can present itself in a variety of ways. Students with ADHD experience difficulties with attention, hyperactivity, and impulsiveness. The concurrence of ADHD and writing disabilities has not been researched thoroughly, neither in Slovene nor in foreign literature. There is also a lack of strategies that would help students with ADHD cope with writing difficulties. Strategies for helping with the concurrence of these difficulties have not been developed. Writing difficulties have a negative impact on learning, student development, academic success, as well as on student’s academic self-esteem. Considering all the negative factors enumerated previously, we have decided to research the topic further in master’s thesis. We carried out a study, asking special education teachers from Goriška statistical region, who offer extra support for primary school pupils with ADHD, what kind of difficulties they have been noticing in the area of writing. We examined and analysed spelling and grammatical errors, as well as graphomotor difficulties. Our study group consisted of four pupils with ADHD and twelve pupils without ADHD, all of them attending five grade of primary school. The whole study group, consisting of sixteen pupils, was asked to perform three different types of writing, namely: completing a dictation, copying a text, and writing a text of their own. They were observed while completing these tasks and their texts were later analysed for errors. The results showed that spelling errors and grammatical errors occur in both groups. Pupils with ADHD tend to make more spelling errors and grammatical errors when completing a dictation, than with the other two examined text types. Pupils without ADHD make most of the mistakes when completing a dictation and writing a text of their own. The most frequent dictation mistake, shared by both groups, is letter omission and letter substitution error, occurring due to lack of knowledge. Although pupils with ADHD seem to have fewer difficulties with dictation than their peers without ADHD, they do have more difficulties with misshaping or omitting letters, and substituting words. The results of our study have shown that pupils with ADHD tend to have more graphomotor difficulties than their peers without ADHD. These difficulties can be observed through poor body posture, poor head posture, as well through dysfunctional pencil grip and inconsistent writing speed. Furthermore, pupils with ADHD tend to put more pressure on the paper while writing. After observing ADHD pupils while writing, it can be established that graphomotor difficulties depend both on an individual pupil and type of writing task. Generalizations about ADHD-specific writing difficulties cannot be made. The analysis of texts produced for the purpose of our study has shown that ADHD pupils tend to have more difficulties in the area of graphomotor skills than their peers without ADHD. The results of our study indicate that there are differences between different types of writing. A specific type of error can be produced by an individual pupil with one text type, but not with the other text types. Special education teachers s participated in answering questions about their observations of ADHD pupils and their writing. Their answers indicated that they see spelling errors, grammatical errors, and graphomotor difficulties with ADHD pupils, regardless of the text type (dictation, copying texts, autonomous writing). Considering our study findings, interview analysis, analysis of texts produced by ADHD pupils, and literature available it can be concluded that observations from special education teachers are in line with the information found in research and scientific literature.
Sekundarne ključne besede: hyperactivity;writing;backward child;hiperaktivnost;pisava;otrok s posebnimi potrebami;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Strani: XVI, 98, [30] str. pril.
ID: 13166819