20.500.12556/DKUM-39316 BRALNO-NAPISOVALNE TEŽAVE PRI POUKU SLOVENŠČINE V OSNOVNI ŠOLI READING AND WRITING DIFFICULTIES IN SLOVENE CLASSES IN PRIMARY SCHOOLS Diplomsko delo obravnava motnje branja in pisanja oziroma bralno-napisovalne težave pri pouku slovenščine v osnovni šoli. Motnje branja in pisanja spadajo v kategorijo specifičnih učnih težav. Učenci s takšnimi motnjami po šolski zakonodaji spadajo med učence s posebnimi potrebami. V to kategorijo se uvrščajo otroci z motnjami v duševnem razvoju, slepi in slabovidni, gluhi in naglušni, otroci z govornimi motnjami, gibalno ovirani otroci, dolgotrajno bolni otroci, otroci s primanjkljaji na posameznih področjih učenja ter otroci s čustvenimi in vedenjskimi motnjami, ki potrebujejo prilagojeno izvajanje izobraževalnih programov z dodatno strokovno pomočjo ali prilagojene izobraževalne programe oziroma poseben program vzgoje in izobraževanja, ter učenci z učnimi težavami in posebej nadarjeni učenci (Zakon o osnovni šoli 1996/2007, člen 11). Bralno-napisovalne težave se pri posameznikih kažejo kot motnje v govorno-jezikovnem sporazumevanju. Takšni učenci imajo težave že pri ustvarjanju govora in pri razumevanju, hkrati pa pri govorno-jezikovnem izražanju. Pri teh posameznikih se moramo zavedati, da motnje niso posledica izgube sluha. Med drugim lahko v dani šolski zakonodaji zasledimo, da spadajo med učence s posebnimi potrebami tudi učenci z učnimi težavami. Namen tega pojmovanja je zagotoviti odgovornost šol do takšnih učencev in tem omogočiti pravočasno, predvsem pa strokovno pomoč. Ta naj ne bi temeljila na individualiziranem izobraževalnem programu, temveč na upravičenosti do ustreznih prilagoditev v izobraževalnem procesu. Pri takšnem pojmovanju moramo upoštevati dejstvo, da imajo učenci z učnimi težavami pri učenju pomembno večje težave kot vrstniki (Kavkler 2007, po Lerner 1997: 11 ), to pa ne pomeni nujno, da so »neuspešni«. Današnji, sodobno razvit način obravnavanja in preprečevanja učne neuspešnosti je zasnovan kot celosten vpogled v delovanje otrok tako v šoli kot v vsakdanjem življenju. Čeprav so še v prejšnjem stoletju takšne učence pošiljali v šole s prilagojenim programom, je današnja družba naravnana k njihovi integraciji v redno izobraževanje. To nam je uspelo ne le s sprejetimi zakoni, temveč tudi s pomočjo defektologov in socialnih pedagogov, ki so skupaj s starši in učitelji prilagodili učni proces. The diploma work centers on reading and writing disorders or reading and writing difficulties in Slovene classes in primary schools. Reading and writing disorders are included in the specific learning disabilities category. Pupils with such disabilities belong to the pupils with special needs, according to the school legislation. This category covers the pupils with disabilities in psychological development, blind and partially sighted pupils, deaf and hearing-impaired pupils, children with speech disorders, children with motor disorders, children with long-lasting disease, children with handicaps in certain fields of learning and children with emotional and behavioral disorders, who need adapted upbringing and education with additional professional aid, or special school programs, as well as pupils with learning difficulties and very talented pupils (Elementary School Act, 1996/2007, article 11). Reading and writing difficulties of individuals are manifested as disorders in speech-language communication. Such pupils have difficulties even with creating the speech itself and with its comprehension and at the same time with the speech-language expression. When considering these pupils we have to be aware that such disorders are not the result of hearing loss. Among other things, one can also find in the school legislation that pupils with learning difficulties also belong to pupils with special needs. In accordance with this principle, we/they want to provide accountability of schools to such pupils and offer them timely, especially professionally guided assistance. The latter should not be based on an individualized educational program, but on an entitlement to certain adjustments in the educational process. With regards to this principle it must be taken into consideration that pupils with learning difficulties have significantly major difficulties than their peers (Kavkler 2007, po Lerner 1997: 11), which does not necessarily mean that they are „unsuccessful“. The today's highly developed way of treating and preventing unsuccessful school performance is designed as a complete insight into children activity in school as well as in every-day life. The today's society is oriented in a way that we integrated such pupils into regular education, even though they were sent to schools with adjusted program in the last century. This was achieved not only by the implementation of laws, but also with the help of defectologists and social pedagogues, to whom we/they adjusted education process together with parents and teachers. Specifične učne težave motnje branja in pisanja učna (ne)uspešnost integracija pri pouku slovenščine potek dela z učencem z MBP pri pouku slovenščine (s pomočjo defektologa) Specific learning difficulties reading and writing disorders (un)successful school performance integration in Slovenian classes progress of work with pupils with reading and writing disorders in Slovenian classes (with the help of defectologists) true true false [M. Zelenik] Slovenski jezik Angleški jezik Diplomsko delo 2012-12-26 16:44:31 2013-02-12 13:39:35 2022-05-04 14:20:29 2021-04-21 03:20:52 2012 0 Ptuj 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 811.163.6(043.2) 19675656 URN:SI:UM:DK:T3IIHHTQ UNI_Zelenik_Mojca_2012.pdf UNI_Zelenik_Mojca_2012.pdf 1 92C94448843A2C3542136BAE7F8EFCCE 38344c6a72ed64e4b9777ed88c70ddeff1a57c1ea9d2bb2dbd8a2337da93e064 1b7f61f2-7c09-11eb-bb7a-00155d0001ca 20.500.12556/dkum/151360cc-ab5a-45d3-ac30-2a96c8d20a8b https://dk.um.si/Dokument.php?lang=slv&id=53095 Filozofska fakulteta 0 0 0