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Pomoč in podpora učenki s primanjkljajem na gibalnem področju s pomočjo programa Tera/GIB: študij primera
ID Bregar, Anja (Avtor), ID Filipčič, Tjaša (Mentor) Več o mentorju... Povezava se odpre v novem oknu

URLURL - Predstavitvena datoteka, za dostop obiščite http://pefprints.pef.uni-lj.si/7225/ Povezava se odpre v novem oknu

Izvleček
Šola je prostor, kjer učenci vsakodnevno aktivno usvajajo nova znanja na učnem, gibalnem, socialnem in čustvenem področju, ki jim omogočajo vedno večjo samostojnost. Gibanje je pomembno področje otrokovega življenja, saj otrok preko njega pridobi prve učne izkušnje. Razvojna motnja koordinacije je ovira, ki otežuje izvajanje gibalnih nalog. Otroci, ki imajo ta primanjkljaj, vlagajo v gibalne dejavnosti veliko več energije in truda. Težave se pojavijo že pri najlažjih aktivnostih. Poleg tega se primanjkljaj lahko kaže tudi na drugih področjih, kot so npr. orientacija, skrb zase, raba pripomočkov, govor … V šolskem prostoru, kjer šolski kurikulum napoveduje tempo dela, se ti otroci počutijo manj uspešne. Ustrezna pomoč in podpora učencu omogočita čim bolj optimalen napredek in posledično večjo samostojnost v življenju. Pomembno vlogo pri tem imajo tudi specialni in rehabilitacijski pedagogi, ki z individualnim pristopom in načrtom dela pomagajo učencem z razvojno motnjo koordinacije izboljšati gibalne sposobnosti in spretnosti. Raziskava se osredotoča na učenko prvega razreda osnovne šole, ki je usmerjena v izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo kot otrok z zmerno govorno-jezikovnimi težavami. Poleg težav z govorom in jezikom ima učenka prepoznane znake razvojne motnje koordinacije. Namen študije primera je bila ocena začetnega stanja učenkinih gibalnih spretnosti in sposobnosti, oblikovanje gibalnega programa za krepitev primanjkljajev in dve ponovni oceni gibalnih spretnosti in sposobnosti – prva takoj po končanem programu in druga ob koncu šolskega leta. Zanimale so nas spremembe njenih gibalnih spretnosti in sposobnosti po izvedbi programa. Prvi razred je obdobje hitrega razvoja otroka, zato smo v raziskavi uporabili kontrolno osebo, in sicer prvošolca, ki je prav tako usmerjen v izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo kot otrok z zmerno govorno-jezikovnimi težavami. Poleg težav z govorom in jezikom so pri učencu prepoznane tudi težave na področju pozornosti in znaki razvojne motnje koordinacije. S pomočjo standardiziranega pripomočka ABC gibanja 2 in vaje poligon nazaj iz športnovzgojnega kartona smo kvalitativno in kvantitativno ocenili gibalne spretnosti in sposobnosti obeh učencev. Po prvem testiranju je bilo učenkino gibanje nenadzorovano, nenatančno, togo in neenakomerno. Rezultati testa so pokazali, da sodi med spodnja 2 % glede na spretnosti in sposobnosti vrstnikov na področju gibanja. Učenec je imel boljše rezultate, ocenili smo, da sodi med spodnjih 25 % svojih vrstnikov. Po tretjem testiranju sta oba učenca napredovala. Učenka je tudi po tretjem testiranju uvrščena v spodnja 2 %, vendar se je njena kvaliteta gibanja izboljšala. Učenca smo po tretjem testiranju uvrstili v zgornjih 25 %. Prav tako je izboljšal svojo kvaliteto gibanja. Ugotovili smo, da na napredek vpliva razvoj otroka. Hkrati k napredku pripomore tudi načrtna krepitev šibkih področij.

Jezik:Slovenski jezik
Ključne besede:gibanje
Vrsta gradiva:Magistrsko delo/naloga
Tipologija:2.09 - Magistrsko delo
Organizacija:PEF - Pedagoška fakulteta
Leto izida:2022
PID:20.500.12556/RUL-137524 Povezava se odpre v novem oknu
COBISS.SI-ID:112144643 Povezava se odpre v novem oknu
Datum objave v RUL:23.06.2022
Število ogledov:416
Število prenosov:36
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:Helping and assisting a pupil with a motor deficit through Tera/GIB: a case study
Izvleček:
School is an environment in which students actively obtain new abilities in learning, motor skills, social and emotional spheres on a daily basis. These skills enable a greater independence for the students. Motor skills are an important sphere of a child’s development, since children obtain their first learning experience through it. Developmental coordination disorder is an obstacle which interferes with the performance of physical activities. Children with this disorder have to put much more energy and effort into physical activities. Problems appear even with the easiest activities. Furthermore, some deficiencies may also appear in other areas, such as orientation, self-care, using tools, speech, etc. These children feel less successful in school environment where the school curriculum dictates the pace of work. Suitable help and support enable the student to make the most optimal progress and, consequently, a greater independence in life. Special and rehabilitation pedagogues have an important role in this, since they help the students with developmental coordination disorder to improve their motor skills and abilities with an individual approach and work plan. This research focuses on a female first-grade student of primary school that is enrolled in elementary school with adapted curriculum and additional professional support as a child with moderate speech and language disorders. Additionally, the student also has identified developmental coordination disorder. The purpose of the case study was to assess the primary state of the student’s motor skills and abilities, forming a physical activity programme to overcome the deficiencies, and two repeated assessments of motor skills and abilities – the first one immediately after the completion of the programme and the second one at the end of the school year. We were interested in the transformation of the student’s motor skills and abilities after the implementation of the programme. The first grade is a period of fast development for children. For this purpose, we used a control subject in the research. This was a male first-grade student who is also enrolled in elementary school with adapted curriculom and additional professional support as a child with moderate speech and language disorders. Additionally, the student also has identified attention deficit disorder and signs of developmental coordination disorder. With the help of a standardised tool Movement ABC 2 and polygon course backwards exercise form the Sports Educational Chart, we assessed the motor skills and abilities of both students in terms of quality and quantity. After the first testing, the female student’s movement was uncontrolled, imprecise, stiff and uneven. The test results showed that she belongs in the lower 2% based on the skills and abilities of her peers in the movement sphere. The male student had a better result. We determined that he belongs in the lower 25% of his peers. After the third testing both students showed improvement. The female student was placed in the lower 2% even after the third testing. However, the quality of her movement improved. The male student was, after the third testing, placed in the upper 25%. He also improved his quality of movement. We determined that the development of a child affects the improvement. Together with that, a premeditated augmentation of weaker areas also contributes to the advancement.

Ključne besede:movement

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