Kako motivirati slepega in slabovidnega učenca v inkluzivnem učnem procesu

Povzetek

Manj ko učenec vidi, manj je motiviran za spontano opazovanje stvari okoli sebe. Takega učenca je treba toliko bolj spodbujati h gledanju in opazovanju. Če pa gre za večjo izgubo vida (visoko slabovidnost ali slepoto), je treba učni proces obogatiti s prilagojenimi pripomočki in učili, da bo slep otrok lahko razvil podobne predstave kot videči. Za takega učenca je treba poiskati, narediti ali kako drugače prikazati nadomestno informacijo za ključne pojme iz učnega načrta ali okolja, ki niso na dosegu otrokove percepcije, ter ustrezno prilagoditi slikovni in grafični material. V prispevku navajam nekaj pripomočkov za uspešno delo s slabovidnimi in slepimi učenci ter metode, s katerimi jih motiviramo za optimalno sodelovanje v inkluzivnem učnem procesu. V praksi inkluzivnega šolanja se je pokazalo, da so specialni pripomočki, prilagojene metode ter ustrezna motivacija primerni in nadvse dobrodošli tudi za videče sošolce, kajti informacija, podana večkanalno (vid, sluh, tip), se bolje zasidra v spominu. Gre tudi za neke vrste dvosmerno inkluzijo - slep oziroma slaboviden učenec je vključen v večinsko osnovno ali srednjo šolo, okolje pa se s tem bogati in senzibilizira, ker se seznanja s specialnimi pripomočki in učili ter jih tudi s pridom uporablja.

Ključne besede

slep ali slaboviden učenci;inkluzija;specialni pripomočki;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2015
Tipologija:	1.16 - Samostojni znanstveni sestavek ali poglavje v monografski publikaciji
Organizacija:	UP PEF - Pedagoška fakulteta
UDK:	376:617.751.98
COBISS:	1537770692
Št. ogledov:	3466
Št. prenosov:	178
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	How to motivate a visually impaired pupil during the inclusice learning process
Sekundarni povzetek:	The less sight a pupil has left, the less he is motivated for a spontanious observation of things around him. Thus, he needs to be encouraged even more to see and observe. In case of a more serious sight loss (high partial sightedness or blindness), his learning process needs to be enriched with accessible accessories and teaching aids so that a blind child will be able to develop a similar perception as a sighted one. For such a pupil, we need to look for, make or show in any other way, a substitute information for the key concepts from the syllabus or an environment, which are not at the reach of a child's perception, and adapt picture and graphic material suitably. In the article, I name some of accessories for successful working with partially sighted and blind pupils and methods with which we motivate such pupils for the optimal cooperation in the inclusive learning process. During the practical time of inclusive education, it turned out that special accessories, adapted methods and suitable motivation are appropriate and very welcome also for sighted classmates, because the information, given in a multi-channeled way (sight, sense of hearing, sense of touch), is better anchored inside the memory. It is also a kind of two-way inclusion: a blind or partially sighted pupil is included in a majority primary, middle or high school, which also enriches and sensibilises the environment, because the environment gets to know special accessories and teaching aids and, above all, uses them with all the advantages.
Sekundarne ključne besede:	blind or partially sighted pupils;inclusion;special accessories;
Vrsta dela (COBISS):	Delo ni kategorizirano
Strani:	Str. 151-163, 604-605
ID:	9057861