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Obravnava otrok z disleksijo z vključevanjem elementov pedagogike Marie Montessori : diplomsko delo
Brudar, Erika (Author), Lipec-Stopar, Mojca (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/id/eprint/2899 This link opens in a new window

Abstract
Disleksija je najpogostejša nevrološko pogojena specifična učna težava. Za otroke z disleksijo je značilna kombinacija težav povezanih s črkovanjem, branjem, pisanjem in pravopisom. Prisotni so primanjkljaji na področju izvršilnih funkcij, motorike, zaznavnih, verbalnih in jezikovnih sposobnosti, pozornosti in spomina. V primeru, da otrokove primarne težave niso ustrezno prepoznane, lahko nastopijo nekatere čustvene težave kot so stres, tesnobnost, slaba samopodoba in pomanjkanje motivacije. Maria Montessori je oblikovala edinstveno pedagoško metodo, ki vključuje didaktične materiale za sedem področij Montessori kurikuluma: področje vsakdanjega življenja, zaznavanja, jezika, matematike, umetnosti, znanosti ter gibanja. Dejavnosti s področij vsakdanjega življenja, zaznavanja in jezika je smiselno vključiti v obravnavo otrok z disleksijo, saj sistematično razvijajo tiste spretnosti, ki so v strokovni literaturi opredeljene kot primanjkljaji otrok z disleksijo. Montessori pedagogika zajema tudi vrsto načel in strukturnih značilnosti didaktičnih materialov. Tri osrednja načela Montessori pedagogike so pripravljeno okolje, spodbujanje otrokove lastne aktivnosti in svobodne izbire. Omenjena načela skupaj s strukturnimi značilnostmi didaktičnih materialov, kot sta na primer izolacija težavnosti in kontrola napake, otrokom z disleksijo pomagajo premagovati čustvene težave. Posredujejo izkušnje samostojnosti in uspešnosti, pomagajo oblikovati pozitivno samopodobo in vzpostaviti notranjo motivacijo za učenje.

Language:Slovenian
Keywords:specifične učne težave, primanjkljaji, obravnava, didaktični materiali, didaktična načela, Montessori kurikulum
Work type:Bachelor thesis/paper (mb11)
Tipology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Year:2015
Publisher:[E. Brudar]
Number of pages:41 str.
UDC:376.1:373.3:616.89-008.434.5(043.2)
COBISS.SI-ID:10613833 This link opens in a new window
Views:1219
Downloads:210
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Secondary language

Language:English
Title:The treatment of children with dyslexia with inclusion of Montessori pedagogy elements
Abstract:
Dyslexia is the most common neurologically-based specific learning disability. Dyslexia in children is characterized by a combination of difficulties related to spelling, reading, writing and orthography. Evident are difficulties in executive functioning, motor skills, perception, verbal communication, attention and memory. In case child’s primary difficulties are not identified properly, some emotional problems such as stress, anxiety, low self-esteem and lack of motivation may occur. Maria Montessori developed a unique educational method, which includes didactic materials for seven areas of the Montessori curriculum: practical life, sensorial, language, mathematics, art, science and movement. It is relevant to include practical life, sensorial and language activities in intervention for children with dyslexia, because the above mentioned areas of curriculum enhance skills, which are commonly listed as deficits in children with dyslexia. Montessori pedagogy also includes a set of principles and structural characteristics of didactic materials. The three main principles of Montessori pedagogy are prepared environment, encouraging child's own activity and free choice of activity. The above mentioned principles together with structural characteristics of didactic materials, such as isolation of difficulty and control of error, help children with dyslexia to overcome emotional difficulties. They provide experiences of independence and success, help to create positive self-esteem and establish intrinsic motivation.

Keywords:specific learning disabilities

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