Spodbujanje učenja z metodo NTC in metodo dialoškega branja pri otrocih s posebnimi potrebami v prilagojenem programu

Gabor, Sergeja

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Title:	Spodbujanje učenja z metodo NTC in metodo dialoškega branja pri otrocih s posebnimi potrebami v prilagojenem programu
Authors:	ID Gabor, Sergeja (Author) ID Licardo, Marta (Mentor) More about this mentor...
Files:	MAG_Gabor_Sergeja_2021.pdf (1,92 MB) MD5: 9E693E2ABC8DA253FD2BA237079374F6 PID: 20.500.12556/dkum/2d0a83df-7f27-4b5c-83b2-74cd30c2347e
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Metoda NTC in metoda dialoškega branja omogočata otrokom s posebnimi potrebami stimulativno učenje preko igre. Otroci s posebnimi potrebami počasneje usvajajo znanje ter imajo težave na področju komunikacije, pozornosti, izražanja, povezovanja ter mišljenja. Metodi spodbujata aktivno vključevanje otrok, spodbujata mišljenje, povezovanje, sklepanje ter omogočata širjenje besednega zaklada ter povečujeta pozornost. V magistrskem delu smo v empiričnem delu analizirali razlike pri napredku otrok pred in po uporabi metode NTC in metode dialoškega branja za sklope: pozornost in koncentracija, komunikacija, verbalni spomin, govorno jezikovno razumevanje in izražanje, grafično-vizualno zaznavanje ter časovna in prostorska orientacija. Raziskavo smo izvedli na Centru za sluh in govor v Mariboru v skupini predšolskih otrok z govorno-jezikovnimi motnjami in drugimi motnjami (N = 6). Rezultati kažejo, da se je v kratkem časovnem obdobju pri otrocih statistično pomembno izboljšala pozornost in koncentracija (na 4 od 7 postavk), delno se je izboljšal verbalni spomin (na 1 od 2 postavk), izboljšalo se je govorno jezikovno razumevanje in izražanje (na 3 od 4 postavk), manjši napredek pa je bil v prostorsko-časovni orientaciji, grafično-vizualnem zaznavanju in komunikaciji. Naloga je pomembna, saj povezuje tematiko o učenju z uporabo sodobnih metod (NTC in metodo dialoškega branja) pri otrocih s posebnimi potrebami in z rezultati dokazujemo, da je uporaba sodobnih metod zelo pomembna za napredek otrok.
Keywords:	otroci s posebnimi potrebami, NTC metoda, dialoško branje, projektno učenje, didaktika.
Place of publishing:	Maribor
Publisher:	[S. Gabor]
Year of publishing:	2021
PID:	20.500.12556/DKUM-78573
UDC:	373.2:376(043.2)
COBISS.SI-ID:	52541699
NUK URN:	URN:SI:UM:DK:JWFBBL5M
Publication date in DKUM:	24.02.2021
Views:	1775
Downloads:	192
Metadata:
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:	18.01.2021

Secondary language

Language:	English
Title:	Encouraging learning with NTC and dialogue reading as learning methods in a personalized education programme for children with special needs
Abstract:	NTC method and dialog reading are methods which provide special needs children with the stimulus needed to learn through games. These children are often characterized as needing more time to learn and are known to experience difficulties when they communicate with others, have problems with attention, expressing themselves, making connections and developing their thinking skills. Both methods not only promote active inclusion of children, foster imagination, encourage integration and making conclusions, but also stimulate the expansion of one’s vocabulary and increase their concentration. The main objective of the empirical part was to analyze the differences in the children’s progress before and after the implementation of the two methods in question – NTC method and dialog reading. The following areas were monitored during the study: attention and concentration, communication, verbal memory, spoken communication, graphical visual perception, and temporal and spatial orientation. The study was conducted at the Center for Hearing and Speech in Maribor in a group of preschool children with speech-language disorders and other disorders (N=6). The results show that in a short timespan these children underwent a statistically significant advance in the areas of attention and concentration (4 out of 7 variables), there was also a partial improvement in their verbal memory (1 out of 2 variables), an improvement in language comprehension and speech formation (3 out of 4 variables), and a small progress in the areas of spatial and temporal orientation, graphical visual perception, and communication. The paper presents a significant contribution in the working with special needs children domain by using contemporary methods for learning such as NTC method and dialog reading; its research work proves the importance of such methods for the children’s progress.
Keywords:	special needs children, NTC method, dialogic reading, project learning, didactics.

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