UČNI PRIPOMOČKI ZA SLEPE IN SLABOVIDNE UČENCE PRI POUKU ANGLEŠČINE

Štor, Ana

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Naslov:	UČNI PRIPOMOČKI ZA SLEPE IN SLABOVIDNE UČENCE PRI POUKU ANGLEŠČINE
Avtorji:	ID Štor, Ana (Avtor) ID Kermauner, Aksinja (Mentor) Več o mentorju...
Datoteke:	MAG_Stor_Ana_2016.pdf (1,58 MB) MD5: FE2F41F9DAE26714927BBBCEB0DDFEC8
Jezik:	Slovenski jezik
Vrsta gradiva:	Magistrsko delo/naloga
Tipologija:	2.09 - Magistrsko delo
Organizacija:	PEF - Pedagoška fakulteta
Opis:	Magistrsko delo z naslovom Učni pripomočki za slepe in slabovidne učence pri pouku angleščine je sestavljeno iz teoretičnega in praktičnega dela. V teoretičnem delu smo predstavili vid in okvaro vida, vzgojo in izobraževanje slepih in slabovidnih otrok, značilnosti slepih in slabovidnih otrok, delo s slepimi in slabovidnimi učenci v šoli in pri pouku angleščine ter razvoj tipno-kinestetičnega zaznavanja. V praktičnem delu smo uporabili kvalitativni metodološki pristop. Izdelali smo učne pripomočke, vezane na učne vsebine, ki so bili prilagojeni slepim in slabovidnim učencem. Namen izdelave je bil, da se slepemu in slabovidnemu učencu omogoči in olajša učenje angleščine s pomočjo učnih pripomočkov. Učenci na Zavodu za slepo in slabovidno mladino Ljubljana so te učne pripomočke preizkusili. Preizkus je potekal s štirimi učenci, starimi med 9 in 13 let, in sicer z dvema slabovidnima in dvema slepima učencema. S strukturiranim opazovanjem smo preverili uporabnost učnih pripomočkov v praksi; preverili smo ustreznost po merilih oblikovanja tipne slike, s pomočjo ocenjevalne lestvice in usvojenega besedišča. Na osnovi praktičnega preizkusa smo ugotovili, da so učni pripomočki izdelani v povezavi z učnimi vsebinami in primerno oblikovani po merilih oblikovanja tipne slike, da učenci brez težav tipajo in prepoznavajo tisto angleško besedišče, ki so ga že predhodno poznali, da so nad učnimi pripomočki navdušeni ter da jim je všeč takšen način učenja angleščine. Rezultati ocenjevalne lestvice so pokazali, da so učni pripomočki predvsem pri slepih učencih pripomogli k lažji predstavi konkretnih predmetov in pridobivanju izkušenj z ravnanjem s slikovnimi prikazi in tipankami. Pri slepih in slabovidnih učencih so pripomogli k lažjemu razumevanju in hitrejšemu usvajanju angleškega besedišča ter k večjemu zanimanju do učenja angleških besed.
Ključne besede:	tuj jezik, pouk angleščine, inkluzija, slepi in slabovidni učenci, učni pripomočki.
Kraj izida:	Maribor
Založnik:	[A. Štor]
Leto izida:	2016
PID:	20.500.12556/DKUM-64649
UDK:	37.091.6-056.262:811.111'243(043.2)
COBISS.SI-ID:	22868488
NUK URN:	URN:SI:UM:DK:YMW8BP1K
Datum objave v DKUM:	19.01.2017
Število ogledov:	4314
Število prenosov:	455
Metapodatki:
Področja:	PEF
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Vaša ocena:	Ocenjevanje je dovoljeno samo prijavljenim uporabnikom.
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Sekundarni jezik

Jezik:	Angleški jezik
Naslov:	TEACHING AIDS FOR BLIND AND VISUALLY IMPAIRED STUDENTS IN ENGLISH CLASSES
Opis:	The Master's thesis titled Teaching Aids for Blind and Visually Impaired Students in English Classes consists of a theoretical and practical part. The theoretical part presents vision and visual impairment, education and characteristics of the blind and visually impaired children as well as work with blind and visually impaired pupils in school and in English classes and the development of tactile-kinaesthetic perception. A qualitative methodological approach was used in the practical part. The teaching aids related to the learning content were made and adjusted to blind and visually impaired pupils. The purpose was to enable and facilitate the learning of English for blind or visually impaired pupils by using teaching aids. The teaching aids for English classes were tested by the pupils at the Institute for Blind and Partially Sighted Children Ljubljana. The experiment was carried out with four children aged between 9 and 13 years; two visually impaired and two blind pupils. The usefulness of teaching aids was verified in practice with the help of structured observation; the adequacy was tested according to the criteria of creating tactile images, the evaluation scale and the acquired vocabulary. Based on the practical test it was determined that teaching aids were made in connection to teaching content and were appropriately designed according to the criteria of creating tactile images in order for children not to have problems touching and recognizing the already known English vocabulary. It was determined that pupils were enthusiastic about the teaching aids, they also liked this method of learning English. Moreover, the results of the evaluation scale have shown that the teaching aids especially helped blind pupils to imagine concrete objects as well as to acquire experience in how to deal with pictorial images and tactile materials. The materials helped to facilitate the understanding and the quicker acquisition of English vocabulary of the blind and visually impaired pupils. In addition, they helped pupils to become more interested in learning English words.
Ključne besede:	foreign language, English classes, inclusion, blind and visually impaired pupils, teaching aids.

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