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V magistrskem delu je obravnavana problematika poučevanja vsakodnevnih veščin pri otrocih, ki imajo poleg slepote in slabovidnosti tudi dodatne motnje. Te motnje vplivajo na vsa področja otrokovega funkcioniranja. V primerjavi z otroki brez posebnih potreb, ki usvajajo življenjske veščine z opazovanjem in posnemanjem, je potrebno pri otrocih s slepoto in slabovidnostjo ter dodatnimi motnjami usvajanje teh veščin razvijati načrtno, sistematično in postopno. Skozi celoten proces učenja se uporabljajo metode, ki so v skladu z otrokovimi individualnimi zmožnostmi in specifičnimi potrebami. V magistrskem delu sta prikazana pomen in način poučevanja vsakodnevnih veščin pri otroku s Patavovim sindromom (trisomijo trinajstega kromosoma). V okviru raziskave smo s kvalitativnim raziskovalnim pristopom v obliki singularne študije proučevali primer desetletne deklice s Patavovim sindromom, ki je vključena v osnovno šolo s prilagojenim izobraževalnim programom z nižjim izobrazbenim standardom. Zaradi sopojavljanja različnih motenj osebe s Patavovim sindromom težje usvajajo tudi vsakodnevne veščine. Raziskovali smo področje teh veščin in ugotavljali spretnosti, pri katerih je imela omenjena učenka težave oziroma jih ni obvladala. Tehnike zbiranja podatkov so potekale v petih časovno različno izvedenih fazah. Rezultat prve faze je celostna ocena učenkinega funkcioniranja. Rezultat druge faze zajema določitev ciljev pri usvajanju omenjenih veščin. Natančno načrtovanje srečanj z obravnavano deklico je potekalo v tretji fazi, iz katere smo prešli na četrto fazo raziskovanja, ki je zajemala neposredno poučevanje vsakodnevnih veščin in utrjevanje usvojenih znanj z drugimi osebami v drugih okoljih. Kot rezultat pete faze raziskovanja je prikazana evalvacija dekličinega funkcioniranja po opravljenih srečanjih. Pristopi in metode, ki smo jih izbrali za potrebe naše raziskave, so se izkazali kot uspešni, saj je deklica izbrane veščine delno ali v celoti usvojila. The master’s thesis deals with the issue of teaching children with both visual impairments and other disabilities everyday skills. These disabilities influence all areas of a child's functionality. When compared to other children without impairments, who acquire life skills through observing and imitating, with visually and otherwise impaired children those skills have to be developed systematically, gradually and with planning. Through the entire process of learning different methods adapted to a child's individual capabilities and special needs are used. The master’s thesis illustrates significance and methods of teaching everyday skills to a child with Patau syndrome (trisomy of chromosome 13). Using the qualitative research approach, the study comprises a singular case study of a 10-year-old girl with Patau syndrome who is attending elementary school with adapted curriculum of lower educational standard. Simultaneous occurrences of different impairments make it harder for persons with Patau syndrome to master everyday skills. The scope of these skills was examined and competencies were identified where the student had difficulties or could not master them. Data collection methods were conducted in five different temporal phases. The result of the first phase in a comprehensive evaluation of the student's functioning. Result of the second phase is setting targets. After making an exact plan of sessions in the third phase, the fourth one represents direct teaching of everyday skills and practising acquired abilities with other persons in different environments. The evaluation of the girl's functioning after the sessions is the result of the fifth phase. Approaches and methods used in the study have proved to be successful as the girl mastered all skills either completely or partially. |
