Specifične teškoće učenja: osvrt na probleme u jeziku, čitanju i pisanju

Lenček, Mirjana; Blaži, Draženka; Ivšac, Jasmina

doi:10.15291/magistra.883

Cited by 5 publications

(8 citation statements)

References 4 publications

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“…Ovi simptomi nisu povezani sa nepoznavanjem pravopisa i stalno su prisutni bez obzira na očuvanu inteligenciju i senzornu percepciju, kao i odgovarajuću konvencionalnu obuku u čitanju i pisanju [8]. Smetnje koje djeca ispoljavaju u čitanju i pisanju mogu da se dijagnostikuju tek u mlađem školskom uzrastu, kada počinju značajno da se dovode u vezu sa školskim postignućem [9]. Obradović i Krstić [10] navode da je generalna ideja zaostajanja u školskom postignuću u bar jednoj od osnovnih školskih vještina, koja je disproporcionalna opštim sposobnostima djeteta, prisutna u svim regulativama koji se odnose na dijagnostiku specifičnih smetnji učenja.…”

Section: Uvodunclassified

“…Blaži i Banek [16] su u okviru svoje studije došli do zaključ-ka da u osnovi teškoća koje se reflektuju kao teškoće u učenju i dovode do slabijeg škol-skog uspjeha stoje nedovoljno razvijene jezičke sposobnosti. Znanje jezika (ali i znanje o jeziku) nerijetko bivaju presudni za učenje ili, tačnije, za uspjeh pri različitim oblicima provjera znanja [9]. Hudson i sar.…”

Section: Diskusijaunclassified

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Uticaj tipa poremećaja pisanja na školski uspjeh učenika sa disgrafijom

Ćalasan

Vuković

Mastilo

et al. 2017

Biomedicinska istraž.

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²Fakultet za specijalnu edukaciju i rehabilitaciju, Univerzitet u Beogradu, Beograd, Srbija Kratak sadržajUvod. Disgrafija je poremećaj u ovladavanju vještinom pisanja kod djece očuvanih intelektualnih sposobnosti, očuvanog vida i sluha, adekvatne obuke u školi i odgovarajućih socio-ekonomskih uslova. Poremećaj pisanja može da se manifestuje oštećenjem rukopisa i jezičkim deficitima. Cilj ispitivanja je bio da se utvrdi uticaj tipa poremećaja pisanja na školski uspjeh učenika sa disgrafijom.Metode. Uzorak se sastojao od 461 učenika trećih, četvrtih i petih razreda tri gradske škole na području Republike Srpske. Pomoću testa za procjenu disgrafičnosti rukopisa i na osnovu jezičke analize svakog pojedinačnog rukopisa, izdvojen je poduzorak od 42 ispitanika sa disgrafijom, uzrasta od 8 do 11 godina, oba pola. Istraživanje je realizovano u aprilu i maju 2015. godine.Rezultati. Među ispitanim učenicima 42 (9,1%) ima disgrafiju koja je u značajno većem procentu prisutna kod dječaka (7,6%) nego kod djevojčica (1,5%). Nije uočena statistički značajna razlika između ispitanika različitog pola i školskog uzrasta u pogledu stepena disgrafije. Teži stepen odstupanja/kašnjenja u zrelosti rukopisa u odnosu na hronološki uzrast prisutan je isključivo kod ispitanika sa izrazito disgrafičnim rukopisom. Pronađen je značajno veći procenat grafomotornih (71,4%) u odnosu na jezičke disgrafije (28,6%). Djeca sa jezičkom disgrafijom postižu značajno niži uspjeh u školi i nižu ocjenu iz srpskog jezika u poređenju sa djecom sa grafomotornom disgrafijom.Zaključak. Rezultati pokazuju prisustvo disgrafije kod djece školskog uzrasta koja se značajno češće javlja kod dječaka nego kod djevojčica. Grafomotorna disgrafija se statistički značajno više ispoljava kod djece školskog uzrasta od jezičkog tipa disgrafije, ali je veći negativan uticaj posljednje na školski uspjeh.

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Section: Uvodunclassified

Section: Diskusijaunclassified

Uticaj tipa poremećaja pisanja na školski uspjeh učenika sa disgrafijom

Ćalasan

Vuković

Mastilo

et al. 2017

Biomedicinska istraž.

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“…It does not include any changes in the content of the curriculum, but the core adjustments are focused on the instruction, assessment, teaching materials and pace of learning (Agencija za odgoj i obrazovanje, 2021). 1 For example, easy language is used, teaching materials are adjusted in terms of implementing readable font, changing font size to 12–14 points or equivalent, using colours and aligning text to the left, and different types of visual support are used (Lenček & Kuvač Kraljević, 2016; Lenček, Kuvač Kraljević, et al., 2022). The IEP is created for a particular pupil with ASN, and specifies adjustments and individual targets during each year of his/her primary, lower and upper secondary education.…”

Section: Introductionmentioning

confidence: 99%

Perspectives of pupils with additional support needs and their parents on the learning support during the COVID‐19 pandemic in Croatia

Dedić,

Pavliša

2023

Research in Spec Educ Needs

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The concept of inclusive education is well established in policy documents worldwide, but its implementation for pupils with additional support needs (ASN) still raises questions. The challenges of educating pupils with ASN increased significantly during the COVID‐19 pandemic due to changes in organisation of the teaching and learning process and the heightened need for support. To gain in‐depth insights into the experiences of upper secondary school pupils with ASN and their parents, an exploratory, phenomenological study of the perspectives of pupils and parents was conducted within the Croatian educational system. Semi‐structured interviews were conducted with 12 pupils with individualised educational programmes (IEPs) along with their parents. The data were analysed through reflexive thematic analysis. Three participant profiles that differed in regard to the perception of stability/change of learning support during the pandemic were generated and described. The dominant perspective included the perception of consistently low teacher support during the pandemic, which arises from insufficient recognition of pupils' needs, reactive stance and placing responsibility for school success on pupils. The perception of intensified parental support was evident in some accounts of both parents and pupils, but the pupils' explicit invitation stood out as a key factor in the activation of parents.

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“…Although the problems with mastering pre-reading and writing skills are visible in the preschool years (Lenček, Ivšac, 2007), dyslexia is diagnosed at the elementary school age when, despite good skills and effort, the child has difficulties in mastering reading and writing skills and is falling behind their peers in terms of educational outcomes and academic success.…”

Section: Introductionmentioning

confidence: 99%

“…In Croatia, the following symptoms of dyslexia in reading/writing were found: difficulties in mastering phonemic awareness, recognizing and naming graphemes and matching them to the corresponding phonemes, insufficiently developed visual vocabulary, persistent spelling while reading, prolonged reading by joining syllables, pausing, repeating what is read, omitting, adding, and substituting graphemes, phonemes, and whole words, substituting syllables, difficulties in decoding pseudowords saturated with sounds/letters specific to the Croatian Latin alphabet, longer reading and writing time, failure to follow orthographic rules, and difficulties in orientation in the text (Lenček, Ivšac, 2007;. Moreover, children understand what they read better if they read the text several times, and they rely on general knowledge and contextual factors when interpreting the text (Dulčić, Pavičić Dokoza, 2014).…”

Section: Introductionmentioning

confidence: 99%

Teachers' Knowledge about Students with Dyslexia and Professional Development

2023

European Journal of Contemporary Education

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Ensuring a quality educational process requires competent teachers who are able to recognize the individual characteristics of students with dyslexia and provide them with appropriate support. This study on a sample of speech and language therapists (N = 18) and elementary school teachers (N = 431) had the following aims: (1) to determine the content validity of the Teachers' Knowledge about Dyslexia Scale, (2) to explore teachers' knowledge about students with dyslexia, and (3) to determine differences in teachers' knowledge about students with dyslexia according to their participation in different forms of professional development activities (pre-service, in-service, and self-directed learning). The constructed measuring instrument contains 29 statements about etiology, characteristics, and teaching strategies for students with dyslexia. The content validity was verified using the Delphi method in three rounds until a consensus of 90 % was reached by SLT experts. The Teachers' Knowledge about Students with Dyslexia Scale was applied to a sample of Croatian elementary school teachers of first-to eighth-grade students, who had experience in teaching students with dyslexia in the last three years. The results show that most teachers know some specific strategies for teaching students with dyslexia and, to a lesser extent, the causes of dyslexia. Most of the misconceptions regarding students with dyslexia are related to its causes and specific characteristics. A higher level of knowledge about dyslexia is possessed by teachers who have received professional training in teaching students with dyslexia through pre-service, inservice, and self-directed learning. A similar pattern of insufficient deep knowledge of the etiology and symptoms of dyslexia among the teachers was confirmed, clearly indicating the need for significant improvements in teacher competencies in all forms of professional development.

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Specifične teškoće učenja: osvrt na probleme u jeziku, čitanju i pisanju

Abstract: SAŽETAK

Cited by 5 publications

References 4 publications

Uticaj tipa poremećaja pisanja na školski uspjeh učenika sa disgrafijom

Uticaj tipa poremećaja pisanja na školski uspjeh učenika sa disgrafijom

Perspectives of pupils with additional support needs and their parents on the learning support during the COVID‐19 pandemic in Croatia

Teachers' Knowledge about Students with Dyslexia and Professional Development

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