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U ovom se radu opisuju metode i aktivnosti koje potiču razvoj pamćenja kod osoba s Down sindromom (DS). U analizi slučaja opisuju se dva učenika četvrtog razreda osnovne škole s Down sindromom te se promatra i analizira njihov stupanj usvojenih znanja i vještina. Down sindrom je neurorazvojni poremećaj uzrokovan greškom u kromosomima. Riječ je o genetskom poremećaju koji karakterizira određen fizički izgled prema kojem su prepoznatljiva djeca s Down sindromom. DS je prvi opisao liječnik John Langdon Down, pa po njemu sindrom i nosi naziv. Dijagnozu Down sindroma prati određeni stupanj mentalne retardacije, pa osobe rođene s tim poremećajem imaju manja ili veća motorička i intelektualna oštećenja. Ovisno o stupnju mentalne retardacije ovisi i razina funkcioniranja. Što je veći stupanj intelektualne zaostalosti, to je osoba u manjoj mjeri samostalna i sposobna za obavljanje svakodnevnih zadataka. Iako je niz godina bilo uvriježeno mišljenje kako na razvoj znanja i vještina utječe isključivo stupanj retardacije, novijim se istraživanjima utvrdilo kako veliku ulogu ima okolina, odnosno poticajno okruženje. Rad s djecom s Down sindromom zahtijeva specifične vještine i kompetencije učitelja. Uz to, ključna je suradnja učitelja s djetetovim roditeljima. Zbog određenih teškoća koje imaju djeca s Down sindromom potrebno je educirati učitelje o karakteristikama tog poremećaja te ih uputiti na adekvatne načine rada s tom djecom i uključivanja te djece u redovni obrazovni sustav. This paper describes methods and activities that encourage the development of memory in people with Down syndrome (DS). In the case analysis, two fourth-grade elementary school students with Down syndrome are described, and their level of acquired knowledge and skills is observed and analyzed. Down syndrome is a neurodevelopmental disorder caused by an error in chromosomes. DS was first described by the doctor John Langdon Down, so the syndrome is named after him. The diagnosis of Down syndrome is accompanied by a certain degree of mental retardation, so people born with that disorder have minor or major motor and intellectual impairments. Depending on the degree of mental retardation, the level of functioning also depends. The greater the degree of retardation, the less independent and capable the person is of performing everyday tasks. Although for many years it was a common opinion that the development of knowledge and skills is only influenced by the degree of retardation, recent research has established that the environment, particularly stimulating environment, plays a big role. Working with children with Down syndrome requires specific skills and competencies of teachers. In addition, the cooperation of the teacher with the child's parents is crucial. Due to certain difficulties that children with Down syndrome have, it is necessary to educate teachers about the characteristics of this disorder and instruct them on adequate ways of working with these children and including these children in the regular education system. |
