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Pomoč dijaku z neverbalnimi specifičnimi učnimi težavami
ID Filipič, Ana (Author), ID Kavkler, Marija (Mentor) More about this mentor... This link opens in a new window, ID Košak Babuder, Milena (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/6016/ This link opens in a new window

Abstract
Neverbalne specifične učne težave so manj znan nevrološki sindrom, ki osebe, s kljub povprečnimi ali nadpovprečnimi intelektualnimi sposobnostmi, ovirajo pri njihovem funkcioniranju na različnih področjih. Avtorji navajajo, da se njihovi primanjkljaji lahko kažejo na motoričnem, vidno-prostorskem, organizacijskem, socialnem in čustvenem področju ter vplivajo tudi na vsa druga področja življenja. Pogosto pa so prisotna tudi močna področja, kot so zgodnji jezikovni razvoj in razvoj besedišča, dober mehanični in slušni spomin, pozornost na detajle, zgodnje bralne veščine in zmožnost črkovanja. V srednji šoli dijaki z neverbalnimi specifičnimi učnimi težavami teh težav praviloma ne prerastejo in lahko postanejo ob večjih zahtevah še opaznejše. V teoretičnem delu so predstavljene značilnosti oseb z neverbalnimi specifičnimi učnimi težavami, izražanje teh težav v srednješolskem obdobju in možne oblike pomoči za njihovo premagovanje. Na kratko so opredeljeni pojmi – izvršilne funkcije, učne strategije in organizacijske veščine, ki dijakom z neverbalnimi specifičnimi učnimi težavami pogosto povzročajo težave in jim onemogočajo uspešno soočanje s srednješolskimi izzivi. Čeprav je ključnega pomena, da se težave prepoznajo in obravnavajo čim prej, ostanejo nekatere spregledane in se diagnosticirajo šele v srednješolskem obdobju, ko postanejo zahteve večje. V empiričnem delu smo se zato osredotočili na raziskovanje strategij pomoči pri sedemnajstletnem dijaku, pri katerem so bile neverbalne specifične učne težave prepoznane šele v srednji šoli. Za oblikovanje začetne ocene funkcioniranja so bile uporabljene naslednje ocenjevalne lestvice in vprašalniki: Ocenjevalna lestvica za ugotavljanje neverbalnih specifičnih učnih težav (Goldstein, 1999), Vprašalnik za ugotavljanje učnih stilov (Advanogy.com, 2004), Vprašalnik o organizacijskih veščinah (Organization Skills Test- Version For Workers & Students, b.d.), Vprašalnik o učnih strategijah (Pečjak, 1998, v Pečjak in Gradišar, 2012) in Vprašalnik o izvršilnih funkcijah za učence (Dawson in Guare, 2012). Na podlagi začetne ocene je bil izdelan specialno-pedagoški trening, ki je potekal od začetka aprila do konca junija 2018. Izvajal se je na dijakovem domu dvakrat na teden po dve šolski uri. Trening je vključeval strategije za razvoj organizacijskih veščin, izvršilnih funkcij in učnih strategij ter je bil podprt z različnimi pripomočki in informacijsko-komunikacijsko tehnologijo. Primerjava začetnih in končnih rezultatov je pokazala določen napredek na področju organizacije, uporabe učnih strategij in izvršilnega funkcioniranja. Spremembe so bile vidne pri uporabi vnaprejšnjega načrtovanja in časovnega razporejanja lastnih aktivnosti, organiziranja lastnih obveznosti in učenja, boljše pripravljenosti na učenje, bolj učinkovitega in aktivnega učenja ter razumevanja snovi. Kljub temu pa bi lahko dijak na vseh področjih še precej napredoval, saj je bil še vedno precej odvisen od spodbud in pomoči drugih. Razlog za manjši napredek od želenega bi bil lahko prekratek čas izvajanja treninga in specifične okoliščine, ki so omejevale učinkovitost treninga – okrevanje po operaciji, nadomeščanje zamujene snovi, prezahtevnost gimnazijskega programa in zaključevanje šolskega leta. Za dosego dolgoročnejših ciljev bi bilo potrebno dijaku še naprej zagotavljati pomoč in postopno zmanjševati podporo ter spodbujati prevzemanje lastne odgovornosti in samostojnosti.

Language:Slovenian
Keywords:srednja šola
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2019
PID:20.500.12556/RUL-111454 This link opens in a new window
COBISS.SI-ID:12614985 This link opens in a new window
Publication date in RUL:02.10.2019
Views:1074
Downloads:123
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Secondary language

Language:English
Title:Assistance to secondary school student with non-verbal learning disabilities
Abstract:
Non-verbal learning disabilities are still a relatively unknown neurological syndrome, which impedes individuals in their functioning in various fields despite their average or above-average intellectual ability. The authors state that their deficits can be reflected in the motor, visual, spatial, organizational, social and emotional fields and also have an impact on all other areas of life. However, strong areas such as early language and vocabulary development, good mechanical and auditory memory, attention to detail, early reading skills and spelling ability are also often presented. The problems of secondary school students with non-verbal learning disabilities are generally not outgrown and can become even more noticeable because of greater demands. In the theoretical part I present the characteristics of people with non-verbal learning disabilities, the expression of these difficulties during the secondary school years and possible forms of assistance to overcome them. Concepts – executive functions, teaching strategies, and organizational skills – are briefly defined, because they often cause problems for students with non-verbal learning disabilities and prevent them from successfully facing secondary school challenges. Although it is crucial for deficits to be identified and addressed as soon as possible, some remain overlooked and are diagnosed as late as during secondary school years as the demands become greater. In the empirical part, I focus on exploring strategies for helping a seventeen-year-old student, whose non-verbal learning difficulties were recognized in high school. The following rating scales and questionnaires were used to form the initial functioning assessment: Children's Non-verbal Learning Disabilities Scale (Goldstein, 1999), Memlectics Learning Styles Questionnaire (Advanogy.com, 2004), Organization Skills Test- Version For Workers & Students (w.d.), Reading-to-Learn Strategies Questionnaire (Pečjak, 1998; Pečjak and Gradišar, 2012) and Executive Skills Questionnaire for Students (Dawson and Guare, 2012). Based on the initial assessment, a special pedagogical training was formed, which took place from the beginning of April to the end of June 2018, at the student's home twice a week for two forty-five minute lessons. The training included strategies for developing organisational skills, executive functions and learning strategies, and was supported by a variety of accessories as well as information communication technology. The comparison of initial and final results showed some progress in the field of organization, use of learning strategies and executive functioning. Changes were seen in the use of advance planning and timing of his activities, organizing his obligations and learning, better preparedness for learning, more effective and active learning, and understanding of subject matter. Nevertheless, the considerable progress in all areas could still be made, as the student is still heavily dependent on the encouragement and help of others. The reason for lesser progress than desired could be the short duration of training and the specific circumstances that limited the effectiveness of the training - recovery after surgery, replacement of missed subject matter, the complexity of the secondary programme and completion of the school year. In order to achieve long-term goals, assistance should be continued, the support gradually reduced and responsibility and independence increased.

Keywords:secondary school

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