diplomsko delo
Ana Kepec Marcijan (Avtor), Marija Kavkler (Mentor), Milena Košak Babuder (Komentor)

Povzetek

V Sloveniji je pomoč otrokom z učnimi težavami predvidena s petstopenjskim modelom pomoči. Pomoč z vsako stopnjo postaja bolj specifična in intenzivna, izvajajo pa jo različni strokovni delavci šole –učitelj, svetovalni delavec ali specialni pedagog. Pomembno je, da upoštevamo postopnost pomoči, saj lahko otrokove težave omilimo, še predno ga usmerimo v program s prilagojenim izvajanjem in dodatno strokovno pomočjo (Magajna idr., 2008). Najpogosteje prisotna specifična učna težava je disleksija (Magajna idr., 2008). Kljub vse večjemu ozaveščanju pa učenci z disleksijo niso vedno deležni ustrezne in pravočasne pomoči. Teoretični okvir diplomskega dela najprej opredeli inkluzijo, ki je podlaga za izvajanje petstopenjskega modela pomoči in podrobno opiše posamezne stopnje. Sledi opredelitev specifičnih učnih težav in disleksije. Opisani so vzroki disleksije, njene značilnosti in strategije pomoči. Podrobneje je opredeljeno tudi fonološko zavedanje, ki je glavni napovedovalec težav pri branju in pisanju, ter postopnost razvoja fonoloških sposobnosti. Fonološko zavedanje lahko urimo z različnimi vajami, pri čemer pa je smotrno upoštevati učni stil posameznika. Tako dosežemo večjo učno učinkovitost (Reid, 2002). Namen diplomskega dela je bil ugotoviti, ali lahko s primerno zastavljenim treningom vplivamo na izboljšanje branja in pisanja učenca z disleksijo in ali bo po izvedenem treningu delal manj napak pri branju in pisanju. V študiji primera je natančneje predstavljena ocena funkcioniranja, ki zajema tudi prevladujoči učni stil. Ocena je narejena na podlagi Testa motenj branja in pisanja, Enominutnega branja, preizkusa Ne-besede (del SNAP programa), preizkusa Odstranitev glasu (del testa Fonološkega zavedanja) ter drugih nestandardiziranih testov. Učenčeve težave na področju branja in pisanja so izrazite, zato je bil trening osredotočen na urjenje fonoloških sposobnosti kot ključnih pri učenju branja in pisanja. Na osnovi postavljenih ciljev je bil oblikovan trening za izboljšanje veščin branja in pisanja s poudarkom na fonološkem zavedanju. Naloge so bile izbrane na podlagi posebnih potreb učenca, njegovih močnih področij, želja in interesov ter prevladujočega učnega stila. Pozitiven vpliv treninga se je pokazal tako na področju branja kot tudi pisanja. To je posledica več dejavnikov – ustrezno pripravljenih nalog, upoštevaje učni stil učenca, interesa učenca in njegove želje po uspešnosti. Učenec je bil kljub pomoči na vseh treh korakih petstopenjskega modela, zaradi izrazitih težav, kasneje usmerjen v program s prilagojenim izvajanjem z dodatno strokovno pomočjo. Po ponovnem testiranju ob koncu 9. razreda so bile težave na fonološkem področju še vedno prisotne. Pri osebah z disleksijo fonološki primanjkljaj vztraja tudi v kasnejšem obdobju, ne glede na bralne spretnosti.

Ključne besede

specifične motnje branja in pisanja;petstopenjski model pomoči;fonološko zavedanje;učni stil;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Kepec Marcijan]
UDK: 376:616.89-008.434.5(043.2)
COBISS: 11373385 Povezava se bo odprla v novem oknu
Št. ogledov: 668
Št. prenosov: 181
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: Effectiveness evaluation of treatment for pupil with dyslexia
Sekundarni povzetek: In Slovenia, help for children with learning difficulties is provided with a five-step model. Help with each level is becoming more specific and intense and is provided by different professionals – a teacher, a counselor, or special educator. It is important to take into account the gradual help because it can mitigate the problems of the child, even before you turn the adapted program with additional professional support (Magajna et al., 2008). The most commonly present specific learning difficulty is dyslexia (Magajna et al., 2008). Despite increased awareness about children with dyslexia they do not always receive adequate and timely assistance. The theoretical framework of the thesis first defines inclusion, which is the basis for the implementation of the five-step model and detailing each step. Further, there is the definition of specific learning difficulties and dyslexia. It describes the causes of dyslexia, its characteristics and support strategies. The theoretical part also specifies the phonological awareness, which is the main predictor of difficulties in reading and writing, and the gradual development of phonological abilities. Phonological awareness can be taught by various exercises, while it is reasonable to take into account the learning style of the individual. Thus, we achieve greater learning effectiveness (Reid, 2002). The purpose of the study was to determine whether the appropriate training can improve the reading and writing of a pupil with dyslexia. We also and will, on completion of the training worked fewer mistakes in reading and writing. The case study is presented accurately estimate functioning, which also includes the dominant learning style. The assessment is made on the basis of the test of difficulties in reading and writing, an one-minute reading test, non-words (part of the SNAP program), the test of voice omission (part of the test of phonological awareness) and other non-standardized tests. The pupil's difficulties in reading and writing are severe, so the training was focused on the training of phonological skills as a key in learning to read and write. Training was prepared to improve the skills of reading and writing with emphasis on phonological awareness. Tasks have been selected on the basis of pupil's disability, his strengths, interests and dominant learning style. The positive impact of the training has been shown both in reading and writing. This is due to several factors - properly prepared tasks, considering his learning style, interest and his desire for success. The pupil was in spite of the help on all three steps of the five-step model, due to the severity of problems later directed into the program with extra professional support. Difficulties in phonological abilities were still present after re-testing at the end of 9th grade. Phonologic deficit is persistent in people with dyslexia.
Sekundarne ključne besede: dyslexia;disleksija;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani: 65 str.
ID: 9234586