Uporaba alternativne komunikacije v razvojnem oddelku vrtca : magistrsko delo

Zorko, Nina

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Title:	Uporaba alternativne komunikacije v razvojnem oddelku vrtca : magistrsko delo
Authors:	ID Zorko, Nina (Author) ID Globačnik, Bojana (Mentor) More about this mentor...
Files:	MAG_Zorko_Nina_2026.pdf (5,53 MB) MD5: E84EB3AF634891323D07437BB0DFF605
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Magistrsko delo nudi vpogled v individualno usmerjene načine učenja komunikacije otrok s posebnimi potrebami v razvojnem oddelku vrtca. Osrednji namen je izbira in uporaba elementov nadomestne in dopolnilne komunikacije, ki prispevajo k razvoju komunikacije in izražanju potreb v sklopu dnevne rutine. V raziskavo so bili vključeni štirje otroci, ki imajo zaradi različnih razvojnih odstopanj komunikacijske primanjkljaje, ki otežujejo izražanje osnovnih potreb. Pomemben je individualni pristop, saj imajo nekateri vključeni govor razvit minimalno, pri drugih pa je razumevanje omejeno ter besedno izražanje ni razvito. Učenje komunikacije z uporabo simbolov, fotografij, gest in govora smo izvajali tri mesece. V tem obdobju smo dnevno beležili podatke. Ker so se cilji med seboj razlikovali, smo pri posameznih otrocih opazovali in beležili različna področja: izražanje potreb na področju obrokov, sanitarnih potreb ter izražanje potrebe po pomoči s strani vzgojitelja. Pomembno je strukturirano in predvidljivo okolje, zato smo uvedli vizualni urnik dnevne rutine. Za pridobitev globalne ocene smo uporabili ocenjevalni obrazec, tega smo uporabili tudi za primerjavo začetnega in končnega stanja. Ugotovili smo, da vključeni otroci niso napredovali zgolj na področju izražanju svojih potreb, temveč je pozitivno vplivalo na njihovo splošno funkcioniranje, zmanjšalo število čustveno-vedenjskih izbruhov ter prispevalo večji samostojnosti.
Keywords:	nadomestna in dopolnilna komunikacija, otroci s posebnimi potrebami, komunikacija
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	N. Zorko
Year of publishing:	2026
Number of pages:	1 spletni vir (1 datoteka PDF (X, 204 str.))
PID:	20.500.12556/DKUM-98502
UDC:	376(043.2)
COBISS.SI-ID:	289112323
Publication date in DKUM:	27.08.2026
Views:	138
Downloads:	6
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:	17.06.2026

Secondary language

Language:	English
Title:	The use of alternative communication in a kindergarten developmental class
Abstract:	This master's thesis provides insight into individualized approaches to teaching communication skills to children with special needs in a kindergarten developmental class. The primary aim of the study was to select and implement elements of augmentative and alternative communication (AAC) that support the development of communication skills and the expression of needs within daily routines. The study involved four children with communication difficulties resulting from various developmental disabilities, which limited their ability to express basic needs. An individualized approach was essential, as some participants had only minimally developed speech, while others demonstrated limited comprehension and lacked functional verbal expression. Communication training using symbols, photographs, gestures and speech was conducted over a three-month period. Data were collected and recorded on a daily basis throughout the intervention. As the objectives differed among participants, various domains were observed and documented for each child, including the expression of needs related to meals, toileting, and requests for assistance from the preschool teacher. A structured and predictable environment was considered important; therefore, a visual schedule of daily routines was introduced. To obtain an overall assessment of the children's communication abilities, an evaluation form was used both before and after the intervention, enabling a comparison of initial and final outcomes. The findings indicate that the participating children improved not only in their ability to express their needs but also in their overall functioning. The intervention contributed to a reduction in emotional and behavioural outbursts and promoted greater independence.
Keywords:	augmentative and alternative communication (AAC), children with special needs, communication

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