Práce s žáky se specifickými poruchami učení
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Date
2024-06-11
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Abstract
Anotace
Tato bakalářská práce se zabývá specifickými poruchami učení. Práce kombinuje teoretický přehled s praktickým průzkumem, jehož cílem bylo zjistit úroveň znalosti problematiky specifických poruch učení mezi učiteli. Teoretická část je zaměřena na diagnostiku a popis jednotlivých specifických poruch učení a také syndromy ADHD/ADD. Tyto syndromy nespadají mezi poruchy učení, ale jsou s nimi úzce spjaty. Poruchy učení, jako je dyslexie nebo dysgrafie, jsou často přidružené se zmíněnými syndromy ADHD/ADD. Teoretická část se věnuje reedukaci těchto poruch, hodnocení žáků a psychickému dopadu na vzdělávání žáků.
Praktická část je zaměřena na analýzu dat, která byla zjišťována kvalitativním dotazníkovým šetřením. Dotazníkem bylo zkoumáno, jaké znalosti o specifických poruchách učení mají pedagogové, zda mají nějaká školení, jaké přístupy a metody používají, jaké mají zkušenosti s žáky s SPU. Analýza odpovědí poskytuje přehled o aktuálním stavu povědomí o SPU mezi učiteli a identifikuje možné nedostatky či oblasti potřebující další podporu či školení. Dále se praktická část zabývá tokem informací od poradenských zařízení k učitelům a dodržování jejich doporučení.
Zjištění této práce by mohla přispět k lepšímu porozumění SPU a zvyšují povědomí o důležitosti odborné přípravy učitelů pro práci s žáky s těmito poruchami. Na základě zjištění lze navrhnout konkrétní opatření a doporučení pro zlepšení podpory žáků s SPU ve vzdělávání.
Annotation This bachelor thesis deals with specific learning disabilities. The thesis combines a theoretical overview with a practical survey, the aim of which was to determine the level of knowledge of specific learning disabilities among teachers. The theoretical part is focused on the diagnosis and description of individual specific learning disorders and also the ADHD/ADD syndrome. These syndromes are not learning disabilities, but are closely related to them. Learning disabilities such as dyslexia or dysgraphia are often associated with these ADHD/ADD syndromes. The theoretical part is devoted to the re-education of these disorders, the assessment of pupils and the psychological impact on pupils' education. The practical part is focused on the analysis of data, which were determined by a qualitative questionnaire survey. The questionnaire examined what knowledge teachers have about specific disorders, whether they have any training, what approaches and methods they use, and what experiences they have with pupils with specific learning disabilities. The analysis of the answers provides an overview of the current state of awareness of specific learning disabilities among teachers and identifies possible shortcomings or areas in need of further support or training. Furthermore, the practical part deals with the flow of information from counseling facilities to teachers and compliance with their recommendations. The findings of this work could contribute to a better understanding of specific learning disabilities and raise awareness of the importance of teacher training for working with students with these disorders. On the basis of the findings, specific measures and recommendations can be proposed to improve the educational support of pupils with specific learning disabilities.
Annotation This bachelor thesis deals with specific learning disabilities. The thesis combines a theoretical overview with a practical survey, the aim of which was to determine the level of knowledge of specific learning disabilities among teachers. The theoretical part is focused on the diagnosis and description of individual specific learning disorders and also the ADHD/ADD syndrome. These syndromes are not learning disabilities, but are closely related to them. Learning disabilities such as dyslexia or dysgraphia are often associated with these ADHD/ADD syndromes. The theoretical part is devoted to the re-education of these disorders, the assessment of pupils and the psychological impact on pupils' education. The practical part is focused on the analysis of data, which were determined by a qualitative questionnaire survey. The questionnaire examined what knowledge teachers have about specific disorders, whether they have any training, what approaches and methods they use, and what experiences they have with pupils with specific learning disabilities. The analysis of the answers provides an overview of the current state of awareness of specific learning disabilities among teachers and identifies possible shortcomings or areas in need of further support or training. Furthermore, the practical part deals with the flow of information from counseling facilities to teachers and compliance with their recommendations. The findings of this work could contribute to a better understanding of specific learning disabilities and raise awareness of the importance of teacher training for working with students with these disorders. On the basis of the findings, specific measures and recommendations can be proposed to improve the educational support of pupils with specific learning disabilities.
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Subject(s)
specifické poruchy učení, diagnostika, reedukace, podpůrná opatření, žák, hodnocení