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Title:Igre za slepe in slabovidne otroke
Authors:ID Cehner, Žanet (Author)
ID Kermauner, Aksinja (Mentor) More about this mentor... New window
Files:.pdf MAG_Cehner_Zanet_2019.pdf (5,32 MB)
MD5: 38A8AF8BDD9E9314E96683B0EAFB2A65
PID: 20.500.12556/dkum/e65e6034-b0c7-4c74-bb14-c822eb63d736
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Šolanje za otroke s posebnimi potrebami je bilo v preteklosti urejeno na način izločevanja otrok s primanjkljaji. Z ozaveščanjem in zavzemanjem za te otroke pa se je pričel sistem spreminjati v dobrobit teh otrok. Danes imamo za otroke s posebnimi potrebami v Sloveniji urejen Zakon o usmerjanju otrok s posebnimi potrebami ter Pravilnik o postopku usmerjanja otrok s posebnimi potrebami, s katerima tem otrokom določimo primanjkljaj ter iskanje ustrezne pomoči za uspešno izobraževanje. V Sloveniji obravnavamo devet različnih skupin otrok s posebnimi potrebami. V magistrskem delu se bomo posebej osredotočili na skupino slepih in slabovidnih otrok ter otrok z okvaro vidne funkcije. Vsi vemo, da je igra osnovni element vsakega otroštva. Klasifikacij iger je veliko, običajno pa jih klasificiramo na funkcijsko, domišljijsko, dojemalno in ustvarjalno igro. Igra pri slepih in slabovidnih otrocih poteka nekoliko drugače kot pri videčih, saj se le-ti igrajo s tipanjem, poslušanjem, vonjanjem in okušanjem. Pripravimo jim lahko usmerjano igro, s katero bodo razvijali tudi ostale poti zaznave. Za igro potrebujemo tudi ustrezne igrače. Pri izbiri igrače je priporočljivo spremljati znak dobra igrača, kar pomeni, da ima le-ta po določenih kriterijih ustrezno kakovost. Za igro pa niso pomembne samo igrače, temveč tudi vloga odraslih. Vključevanje odraslih ima zelo pomembno vlogo, saj služimo kot model, ki ga otrok posnema. Starši pa velikokrat zavrnejo otrokovo prošnjo za sodelovanje v igri; otrokom raje ponudimo igrače kot svoj prosti čas za igro. V magistrskem delu smo za slepe in slabovidne otroke prilagodili že poznane igre (križci in krožci, spomin, Rubikova kocka, enka in domino), ki smo jih v praksi tudi preizkusili. Preizkus so opravili otroci v Centru IRIS v Ljubljani. S pomočjo evalvacije smo lahko podali tudi predloge za izboljšave posameznih iger.
Keywords:Posebne potrebe, slepi in slabovidni otroci, igre, igrače.
Place of publishing:Maribor
Publisher:[Ž. Cehner]
Year of publishing:2019
PID:20.500.12556/DKUM-73194 New window
UDC:37.091.3-056.262-056.36(043.2)
COBISS.SI-ID:24524296 New window
NUK URN:URN:SI:UM:DK:H68EE7ZA
Publication date in DKUM:15.05.2019
Views:4149
Downloads:805
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:04.03.2019

Secondary language

Language:English
Title:Games for blind children and the visually impaired
Abstract:In the past, schooling for children with special needs was regulated by excluding children with disabilities. However, with more awareness and commitment to these children, the system began to change for the welfare of these children. Today, for children with special needs, we have the Law of Guidance of Children with Special Needs and the Rules on the Procedure for Directing Children with Special Needs with which we can determine these children’s disabilities and find suitable help for successful learning. There are nine different groups of children with special needs in Slovenia. In this Master’s thesis, I will primarily focus on the group of children who are blind, partially-blind or visually impaired. We all know that games are a basic part of every childhood. There are many classifications of games, but they are usually classified as functional, imaginative, perceptual or creative games. Games for blind or visually-impaired children are somewhat different than those that are played with children with normal sight as they play with their senses of touch, hearing, smell and taste. We can prepare games for them that will also help them to develop their other senses. For these games, we need proper toys. When selecting the right toy, it is recommended to pay attention to the label good toy, which means that the toy has high quality according to certain criteria. Not only are these toys important for such games, but also the role of adults. Adult involvement plays a very important role as they serve as a model that the child imitates. Parents often refuse a child's request to participate in games; we offer children toys for play rather than our own free time. In this Master's thesis, we have adapted already-known games (Crosses and Circles, Memory, Rubik's Cube, Uno and dominoes) for blind and visually-impaired children, which we have also tested in practice. The test was taken by children at the IRIS Centre in Ljubljana. With the help of our evaluations, we also gave suggestions for improvements on individual games.
Keywords:Special needs, blind and visually-impaired children, games, toys.


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