Obravnava pripovednih besedil s prilagoditvami za slepo petošolko

Knez, Ksenja (avtor), Saksida, Igor (mentor), Žolgar Jerkovič, Ingrid (komentor)

V redno osnovno šolo je zaradi ideje o inkluziji vsako leto vključenih več otrok s posebnimi potrebami, med njimi tudi otroci s slepoto in slabovidnostjo, ki pa v vzgojno-izobraževalnem procesu potrebujejo drugačne pristope, učne oblike ter metode dela. Strokovnjaki se zavedajo, da učitelji v času šolanja niso bili primerno usposobljeni za delo z otroki s posebnimi potrebami in da v primeru, ko razrednik v razred dobi slepega ali slabovidnega otroka, potrebuje pomoč strokovnjakov in dodatno izobraževanje. Učitelji so tako na splošno pri pouku kot pri pouku književnosti postavljeni pred izziv, kako učenca s slepoto v pouk vključiti in kako se na to pripraviti, da lahko kljub temu uporabijo različne dejavnosti, metode ter oblike dela. Namen moje raziskave je bil s študijo primera prikazati pouk književnosti v razredu, v katerega je vključena učenka s slepoto oz. prikazati obravnavo dveh odlomkov, opisati prilagoditve, prikazati načrtovanje, fleksibilnost, ki je potrebna pri tem, da pouk kljub temu, da je v razredu učenka s slepoto, ni monoton – tako za ostale učence kot za deklico. Z obravnavo dveh del mladinske književnosti sem želela pri učencih razvijati recepcijsko zmožnost ter s poustvarjalnimi dejavnostmi, ki so smiselne, zanimive in primerne starosti učencev spodbuditi odzivanje učencev na književna besedila. Uporabila sem kvalitativni raziskovalni pristop in izvedla intervjuje z učenko s slepoto, njeno mami ter z razredno učiteljico. Z načrtovanjem dejavnosti tako za celotno obravnavo pripovednih besedil kot s pripravami za posamezno učno uro sem prikazala, kako s prilagoditvami obravnavati književno delo v petem razredu, kamor je vključena tudi učenka s slepoto. Ugotovila sem, da lahko učenka pri pouku književnosti sodeluje in se vključuje v raznolike dejavnosti brez težav, pri tem pa potrebuje določene prilagoditve, usmeritve in pomoč.

• Jezik: Slovenski jezik
• Ključne besede: učenka s slepoto
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2017
• PID: 20.500.12556/RUL-92314
• COBISS.SI-ID: 11542345
• Datum objave v RUL: 24.08.2017

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Discussion of narrative texts with adaptations for blind fifthgrader

Izvleček

Due to the idea of inclusion, every year there are more and more children with special needs included in regular primary school. Amongst them, there are also children with visual impairments, either blind or partially sighted, that require different approaches as well as teaching and work methods in the education-training process. Experts are aware that teachers lack proper qualifications for working with special needs children, due to a lack during their teacher training. When a teacher have a child with visual impairments in their class, need expert help and extra education. Teachers are presented with a challenge during class and literary classes, with how to include a visually impaired child in class activities and how to self-prepare themselves so they can use different activities and work methods despite this challenging situation. The purpose of my research was to show a literature in class which also includes the student with blindness or to show the discourse of two passages, to describe the adjustments, portray the planning and flexibility that is needed with this. The curriculum must be functional in a way that class can go on in an interesting way, for this visually impaired girl, as well as for the other students. With the discourse of two works of children’s literature I wanted to evolve the reception ability with my students and induce their perception of the literary works with sensible, interesting and age-appropriate repeat activities. I used the qualitative research approach, namely a case study and conducted interviews with the pupil with blindness, her mother and the class teacher. With activity planning for the complete reading of narrative texts as well as with preparing for the whole lesson I have shown the course of literature teaching in class which also includes the student with blindness. I have found that the student with blindness can cooperate and engage in diverse activities in the literature classes without problems. However, she needs certain adjustments, guidance and assistance.

• Ključne besede: student with blindness