izpis_h1_title_alt

Učiteljevo poznavanje in izvajanje prilagoditev pri poučevanju in preverjanju znanja učencev z disleksijo in dispraksijo
Močnik, Karmen (Author), Jerman, Janez (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/3895/ This link opens in a new window

Abstract
V osnovnih šolah se šolajo tudi učenci s posebnimi potrebami. Mednje uvrščamo kategorijo otrok s primanjkljaji na posameznih področjih učenja, med katere sodijo učenci s specifičnimi učnimi težavami. Ključno vlogo pri vzgoji in izobraževanju učencev s specifičnimi učnimi težavami ima učitelj. Ta mora specifične učne težave prepoznati, da se lahko začne izvajati petstopenjski model pomoči. Model določa odkrivanje, spremljanje in nudenje pomoči učencem z učnimi težavami. Med specifične učne težave uvrščamo tudi disleksijo in dispraksijo. Ker je pri odkrivanju učencev z disleksijo in dispraksijo in izvajanju petstopenjskega modela pomoči pomembno razumevanje in poznavanje vzrokov ter pojavnih oblik omenjenih motenj, je velik del teoretičnega dela v diplomskem delu namenjen prav tem vidikom. Pri iskanju vzrokov za učno neuspešnost so se različne študije usmerile v učno okolje. To naj bi bilo usklajeno z značilnostmi posameznega učenca. Za uspešen razvoj in napredek učencev z disleksijo in dispraksijo je ključno znanje učiteljev o težavah in načinih pomoči tem učencem. Z ustreznimi prilagoditvami učnega procesa in pozitivno naravnanostjo učitelja lahko učenci z disleksijo in dispraksijo doživljajo uspeh in si tako krepijo samopodobo. V diplomskem delu so zbrane prilagoditve pri poučevanju in preverjanju znanja učencev z disleksijo in dispraksijo, ki zajemajo fizično, didaktično, kurikularno in socialno okolje. Namen diplomskega dela je bil ugotoviti, kako dobro poznajo učitelji značilnosti otrok z disleksijo in dispraksijo, ali uporabljajo prilagoditve pri poučevanju in preverjanju znanja ter pripraviti nabor prilagoditev pri poučevanju in preverjanju znanja učencev z disleksijo in dispraksijo. V empiričnem delu diplomskega dela so prikazani rezultati raziskave, ki je bila izvedena med 53 učitelji razrednega in predmetnega pouka, ki poučujejo na rednih osnovnih šolah. Anketni vprašalnik za učitelje je bil sestavljen iz treh sklopov: poznavanje specifičnih učnih težav, prilagoditve pri poučevanju učencev z disleksijo in dispraksijo ter prilagoditve pri preverjanju znanja učencev z disleksijo in dispraksijo. Raziskava je pokazala, da učitelji, zajeti v raziskavo, slabo poznajo specifične učne težave. Med specifičnimi učnimi težavami najbolj poznajo bralno-napisovalne težave (disleksijo), najmanj pa specifične primanjkljaje na področju jezika. V odgovorih učiteljev se je pokazala velika razlika v poznavanju specifičnih učnih težav. Ugotovili smo, da so učitelji razrednega pouka bolj seznanjeni s SUT kot učitelji predmetnega pouka. Pri primerjavi zmožnosti in težav učencev z disleksijo in učencev z dispraksijo učitelji poznajo zmožnosti in težave učencev z disleksijo bolje kot zmožnosti in težave učencev z dispraksijo. Pri poučevanju učencev z disleksijo poznajo učitelji razrednega in predmetnega pouka prilagoditve, vendar je raziskava pokazala, da učitelji razrednega pouka poznajo več prilagoditev. Tudi pri poznavanju prilagoditev pri poučevanju učencev z dispraksijo je raziskava pokazala, da učitelji razrednega pouka poznajo več prilagoditev. V tretjem sklopu smo preverjali prilagoditve pri preverjanju znanja. Ugotovili smo, da učitelji razrednega pouka poznajo več prilagoditev pri preverjanju znanja učencev z disleksijo kot učitelji predmetnega pouka. Podobno smo ugotovili pri preverjanju znanja učencev z dispraksijo. Učitelji razrednega pouka so bolj seznanjeni s prilagoditvami pri preverjanju znanja učencev z dispraksijo kot učitelji predmetnega pouka.

Language:Slovenian
Keywords:specifične učne težave
Work type:Undergraduate thesis (m5)
Tipology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Year:2016
COBISS.SI-ID:11218505 This link opens in a new window
Views:403
Downloads:119
Metadata:XML RDF-CHPDL DC-XML DC-RDF
 
Average score:(0 votes)
Your score:Voting is allowed only to logged in users.
:
Share:AddThis
AddThis uses cookies that require your consent. Edit consent...

Secondary language

Language:English
Title:Teacher's recognition and performance of adjustments in teaching as well as knowledge assessing of pupils' with dislexia and dyspraxia
Abstract:
Primary schools are attended also by pupils with special needs. Hereto is ranged a category of children with deficiencies in their individual area of learning, and among them belong children with specific learning disabilities. A key role in education and training of pupils with specific learning disabilities bears a teacher who needs to recognize the disabilities in order to be able to perform a five steps model of help. The model provides for detecting, supporting and offering help to pupils with learning disabilities. Among specific learning disabilities are ranked also dyslexia and dyspraxia. As it is crucial to know and understand the reasons for and the forms of appearance of said disorders, a major part of the theoretical part of current work addresses these particular aspects. Looking for the learning inefficiency, many studies have focused on a learning environment which should be accommodated to the characteristics of an individual pupil. In order to achieve a successful growth and progress for the pupils with dyslexia and dyspraxia, it is essential that teachers are knowledgeable about these disabilities and the ways of help for these pupils. By adequate accommodations of the learning process and by a positive attitude of the teacher, pupils with dyslexia and dyspraxia can experience achievements and enhance their self-portrait. In the diploma work the accommodations used in teaching and knowledge assessment of pupils with dyslexia and dyspraxia are presented and include a physical, didactic, curricular and social environment. The aim of the diploma work was to find out how well are teachers knowledgeable in the characteristics of children with dyslexia and dyspraxia; do they apply accommodations to their teaching and knowledge assessing; and to offer a list of accommodations for teaching and testing of knowledge of pupils with dyslexia and dyspraxia. In the empirical part of the diploma work the results of the research are presented that was carried out among 53 lower and upper class teachers giving lessons in regular primary schools. The questionnaire was divided into three sections and referred to pupils with dyslexia and dyspraxia: the recognition of specific learning disabilities, the accommodations provided for teaching, and the accommodations made in knowledge assessment. The research revealed that the teachers included in the research are not well acquainted with the specific learning disabilities. Among those better recognized were the difficulties in reading and writing (dyslexia) while those moderately recognized were the specific language deficiencies. The answers revealed a great difference in the teachers’ knowledge of specific learning disabilities. We have found that teachers of lower classes are better acquainted with the specific learning disabilities than teachers of upper classes. In comparing the abilities and disabilities of pupils with dyslexia and dyspraxia the research revealed that the teachers are better acquainted with same as regards the dyslexia than dyspraxia. In teaching the pupils with dyslexia both the lower and upper class teachers know how to adapt, however, those from lower classes know and perform more adaptations. Also, as regards the teaching of pupils with dyspraxia the research revealed that the teachers of lower classes are acquainted with more adaptations. In the third section, the accommodations regarding knowledge assessment were searched. We found out that the lower class teachers are better acquainted with the specific knowledge assessment accommodations as regards dyslexia than the upper class teachers. Likewise, the lower class teachers were better acquainted with specific knowledge assessment accommodations as regards dyspraxia than the upper class teachers.

Keywords:specific learning disabilities

Similar documents

Similar works from RUL:
Similar works from other Slovenian collections:

Comments

Leave comment

You have to log in to leave a comment.

Comments (0)
0 - 0 / 0
 
There are no comments!

Back