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Strategije pomoči učencem z dispraksijo pri pouku likovne umetnosti
Urbar, Damjana (Author), Selan, Jurij (Mentor) More about this mentor... This link opens in a new window, Košak Babuder, Milena (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/5524/ This link opens in a new window

Abstract
Likovna umetnost je eden od šolskih predmetov, ki daje vsem učencem možnost, da se individualno likovno razvijajo, tudi tistim, ki so usmerjeni v program s prilagojenim izvajanjem in dodatno strokovno pomočjo ter imajo posebne potrebe na posameznih učnih področjih. Po konceptu dela z učenci z učnimi težavami učitelj prilagaja učno okolje takoj, ko zazna učenčeve težave in posebne potrebe. Za uspešno poučevanje otrok z učnimi težavami je potrebno veliko učiteljevega znanja o njihovih primanjkljajih in posebnih potrebah ter dobra poučevalna praksa. Učenci z dispraksijo oziroma razvojno koordinacijsko motnjo so ena izmed skupin učencev s primanjkljaji na posameznih področjih učenja, ki imajo lahko pri pouku likovne umetnosti kar nekaj težav in potrebujejo več individualne pomoči in prilagoditev kot pri nekaterih drugih predmetih. V strokovni literaturi je za učence z dispraksijo zapisano veliko splošnih prilagoditev, ki pa se večinoma ne osredotočajo na sam predmet likovne umetnosti. Zato smo se odločili, da v teoretičnem delu magistrskega dela predstavimo prilagoditve in strategije pomoči za učence z dispraksijo pri pouku likovne umetnosti. S študijem literature smo raziskali in opisali več strategij poučevanja in prilagoditev, ki so razdeljene po učnih okoljih, učnih etapah in posameznih likovnih področjih (risanje, slikanje, grafika, kiparstvo, arhitektura) ter lahko učiteljem likovne umetnosti služijo kot opora in pomoč pri poučevanju otrok z dispraksijo. Empirični del magistrskega dela vključuje študijo primera izbranega učenca z dispraksijo. Učencu smo pri pouku likovne umetnosti določili in nudili ustrezne individualne prilagoditve. Podatke smo kvalitativno obdelali s pomočjo kodiranja zbranega gradiva o učencu, zapisov posameznih opazovanj z udeležbo, analize likovnih izdelkov in razgovorov z učencem. Na podlagi rezultatov ugotavljamo, da je učenec imel največ težav s fino motoriko in z orientacijo na ploskvi ter pri organizaciji dela, prostora in časa. Učenčeva močna področja se kažejo pri naravoslovnih predmetih. Učenec se ljubiteljsko ukvarja tudi s tehničnim risanjem s pomočjo računalnika. Potreboval je veliko učiteljeve pomoči ter prilagoditev likovnih pripomočkov, materialov in tehnik. Empirična kvalitativna raziskava nam je omogočila, da smo za učenca poiskali najučinkovitejše strategije pomoči, ki so mu omogočile napredek pri likovnem izražanju, nam pa je služila kot primer dobre poučevalne prakse.

Language:Slovenian
Keywords:dispraksija
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2018
COBISS.SI-ID:12244809 Link is opened in a new window
Views:157
Downloads:37
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Secondary language

Language:English
Title:Assistance strategies for pupils with dyspraxia in fine arts lessons
Abstract:
Fine arts are one of the school subjects which offer the opportunity to all the students to develop their fine-arts talent. The same is true for those students who are directed to the customized program and additional professional help and have special needs in individual learning fields. According to the concept of work with the students with learning difficulties, a teacher adapts learning environment immediately when he senses student’s difficulties and special needs. A lot of teacher’s knowledge and a good teaching practice are necessary for the successful teaching of children with learning difficulties and special needs. Students with dyspraxia, i.e. developmental coordination disorder, are one of those groups of students with deficiencies in individual fields of learning. They can experience substantial difficulties in fine arts lessons. Therefore, they need more individual support and adjustments as within the framework of some other subjects. A lot of general adjustments are written for the students with dyspraxia in the professional literature. Mostly, however, they do not focus on the subject of fine arts only. Therefore, we decided to present adjustments and support strategies for the students with dyspraxia within the fine arts lessons in the theoretical part of the master’s thesis. By studying literature, we researched and described several strategies of teaching and adjustments which are divided according to the learning environments, learning stages, and individual fine-arts fields (drawing, painting, graphics, modeling, and architecture). They can serve as the support and assistance in teaching children with dyspraxia to the fine arts teachers. The empirical part of the master’s thesis includes the case study of the selected student with dyspraxia. We determined and offered individual adjustments to the student within the lessons of the fine arts. We processed the data qualitatively by means of coding of the gained materials on students, records of individual observations with participation, the analysis of fine-arts products, and interviews with the student. On the basis of the results, we ascertain that the students had most difficulties with motoric functions and with orientation on the surface and in the organization of work, space, and time. The student’s strong fields show in natural-science subjects. Student’s hobby is also a technical drawing by means of a computer. He needed a lot of teacher’s support and adjustment of fine-arts accessories, materials, and techniques. The empirical qualitative research enabled us that we searched the most efficient support strategies for the student which enabled him to progress in fine-arts expression. They served us as an example of good teaching practice.

Keywords:dyspraxia

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