Obravnava literarnih del s pomočjo lutke pri otrocih z motnjo v duševnem razvoju
V diplomskem delu predstavljam izzive, s katerimi se specialni in rehabilitacijski pedagog srečuje pri obravnavi literarnih del pri otrocih z motnjo v duševnem razvoju. Diplomsko delo najprej predstavi posamezne skupine oseb s posebnimi potrebami, v katere spadajo otroci iz ciljne skupine. Nato se n...
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| Format: | Bachelor Thesis |
| Language: | Slovenian |
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A. Lalić
2015
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| Online Access: | https://repozitorij.uni-lj.si/IzpisGradiva.php?id=71816 https://repozitorij.uni-lj.si/Dokument.php?id=71826&dn= http://www.cobiss.si/scripts/cobiss?command=DISPLAY&base=cobib&rid=10618441&fmt=11 |
| Summary: | V diplomskem delu predstavljam izzive, s katerimi se specialni in rehabilitacijski pedagog srečuje pri obravnavi literarnih del pri otrocih z motnjo v duševnem razvoju. Diplomsko delo najprej predstavi posamezne skupine oseb s posebnimi potrebami, v katere spadajo otroci iz ciljne skupine. Nato se na kratko ustavimo pri psiholoških procesih, ki vplivajo na zaznavanje literarnih del, in na težave, ki jih imajo s temi procesi otroci z motnjami v duševnem razvoju. V poglavju o lutki najprej spoznamo terapijo z lutko, različne vrste lutk in uporabo le teh. Poglobimo se tudi v uporabo lutk pri otrocih s posebnimi potrebami in pomoč lutk pri razvijanju komunikacije in drugih veščin. V empiričnem delu najprej spoznamo skupino otrok iz prve stopnje posebnega programa vzgoje in izobraževanja njihove težave in sposobnosti. Večina otrok z motnjo v duševnem razvoju ima namreč več motenj, kar pomeni, da se poleg splošnega zaostanka v razvoju največkrat srečamo tudi s težavami v komunikaciji, gibalno oviranostjo in motnjami zaznavanja. Poleg tega pa dobro vemo, da so tako kot običajni tudi ti otroci velikokrat za šolsko delo nemotivirani. Če dodamo še težave s spominom, domišljijo in pozornostjo, kaj kmalu ugotovimo, da imajo lahko otroci z motnjami v duševnem razvoju pri obravnavi literarnih del nemalo težav. Llutka je izredno dober motivacijski dejavnik. Že zaradi svoje prisrčnosti in nove energije, ki z njo zaveje v učilnici, sem se v diplomskem delu vprašala, kako lutka vpliva na obravnavo literarnih del pri otrocih z motnjo v duševnem razvoju. Zanimalo me je predvsem to, kako dobro lutka otroke motivira za poslušanje literarnega dela, če si z njeno pomočjo bolje zapomnijo potek dogodkov iz zgodbe ter če lik lutke ustrezno zaznajo. Seveda pa me je zanimalo tudi to, kako dobro se otroci z lutko v pripoved sami vključujejo in dramatizirajo neko zgodbo. The main focus of my final thesis is presenting different challenges that every special educational needs teacher faces when discussing literary works with children with intellectual disabilities. Firstly, individual categories of children with special educational needs within our target group are identified. We then look into psychological processes that influence the perception of literary works and issues that children with intellectual disabilities face in relation to these processes. The chapter about puppets addresses puppet therapy, different types of puppets and their use. We then focus on the use of puppets with children with special educational needs and the aid puppets provide when developing communication and other skills. The research first turns its focus to a class of children in the first grade of the special educational program and their main challenges and abilities. Most children with intellectual disabilities display more than one sign of disability. This means that in addition to a general delayed development these children may also have to face problems when communicating or with their motor and sensory skills. In addition to these, children may often be demotivated when it comes to schoolwork and if they have problems memorizing, focusing and imagining, it is not hard to comprehend that children with special educational needs may have difficulties when faced with literary works. Puppets appear to be exceptional motivators with their cuteness and fresh energy which they bring into the classroom when introduced. We tried to establish how puppets affect the perception of literary works of children with special educational needs. We were primarily interested in the extent puppets motivate children to attentively listen to literary works, whether we can observe an improvement in children memorizing the storyline and whether they are able to detect the puppet’s character. We were also interested in whether children would bring themselves and the puppet into the story and try to enact a story themselves. |
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