Smetnje u učenju ili smetnje u prepoznavanju?
Learning or recognition disabilities?
Конференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Sa ciljem da se bliže ispita upotrebljivost standardnih kriterijuma za detekciju
dece sa specifičnim smetnjama učenja (SSU) u samoj osnovnoj skoli,
izdvojen je prigodni uzorak od 60 učenika starosti 8-14 godina iz pet beogradskih
osnovnih škola, za koji smo primenili a) kriterijum diskrepance
između opšte sposobnosti i postignuća u ovladavanju osnovnim školskim
veštinama, b) kriterijum disharmoničnosti profila sposobnosti i c) pomoćne
indikatore za poremećaj kakve tipično ekstrahujemo iz razvojnih podataka i
ponašanja deteta. Sva deca su ispitana REVISKom, dok su relevantni podaci
vezani za razvoj i ponašanje dobijeni od roditelja i nastavnika upitnikom
posebno formiranim za ovo istraživanje. Posebnan upitnik za nastavnike
korišćen je u svrhu preciznijeg određivanja detinjih teškoća u savladavanju
čitanja, pisanja i računanja.
U celini, pristup je pokazao dobar potencijal za detekciju dece sa SSU,
kao i sposobnost adekvatnog razdvajanja SSU od manje specifičnih neurorazvoj...nih
smetnji koje utiču na postignuće u školi. Među različitim kategorijama
relevantnih varijabli u ovom postupku, posebno je potvrđen značaj
korišćenja standardizovanih formalnih instrumenata za procenu opšte
sposobnosti, bez obzira na njihova potencijalna ograničenja. Istovremeno,
rezultati jasno pokazuju da standardni oslonac na kriterijumu diskrepance
uslovljava bitno zakašnjenje u otkrivanju SSU, te da je čitav postupak neophodno
‘pomeriti’ u okvire predškolskog obrazovanja. Dodatno zabrinjava
podatak da su detekcija razvojnog problema i uključivanje deteta i porodice
u odgovarajuće programe tretmana i psihosocijalne podrške pre ulaska u
ovo istraživanje izvedeni za manje od polovine učesnika naše studije kojima
je to bilo potrebno.
The present study has investigated the utility of several conventional criteria
in identifying specific learning disabilities (SLD) among children with school
underachievement: a). ability - achievement discrepancy; b). discrepancies
in cognitive performance; and c). supplementary indicators for the disorder
extracted from child’s behavior and developmental data. A purposive sample
of 62 children 8-14 yrs satisfying exclusion criteria for LD from five Belgrade
elementary schools was selected by their teachers. REVISK was applied in
assessment of participant’s general ability and cognitive profile, while relevant
developmental and behavioral data were collected by use of two questionnaires
(for parents and teachers) designed for the purpose of the study. Since there are
no generally accepted local instruments for evaluation of student’s performance
in reading, writing or mathematic, an additional instrument for teachers was
created, estimating children’s accomplishment in te...rms of the grade-level it
corresponded to.
In general, the approach has revealed a good potential in isolating children with
SLD, as well as the capacity to separate them from students with less specific neurodevelopmental
disturbances influencing low school achievement. Among diverse
categories of relevant variables applied, those derived from the standardized
test of general intelligence appeared to be irreplaceable in identification of SLD,
even accounting for all potential limitations imposed by their use. However, the
results clearly demonstrate that relying to ability - achievement discrepancy leads
to significant delay in detection of SLD, while the timely intervention should be
involved since school entrance. Further concern was raised by finding that in
more than half of our participants in need for intervention neither identifying
LD nor any form of additional support was provided prior to their entering this
study.
Кључне речи:
Smetnje učenja / procena sposobnosti / otkrivanje u školi / Learning disabilities / ability assessment / detection at schoolИзвор:
Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010, 2010, 421-438Издавач:
- Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
Институција/група
rFASPERTY - CONF AU - Obradović, Svetlana AU - Krstić, Nadežda PY - 2010 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/4474 AB - Sa ciljem da se bliže ispita upotrebljivost standardnih kriterijuma za detekciju dece sa specifičnim smetnjama učenja (SSU) u samoj osnovnoj skoli, izdvojen je prigodni uzorak od 60 učenika starosti 8-14 godina iz pet beogradskih osnovnih škola, za koji smo primenili a) kriterijum diskrepance između opšte sposobnosti i postignuća u ovladavanju osnovnim školskim veštinama, b) kriterijum disharmoničnosti profila sposobnosti i c) pomoćne indikatore za poremećaj kakve tipično ekstrahujemo iz razvojnih podataka i ponašanja deteta. Sva deca su ispitana REVISKom, dok su relevantni podaci vezani za razvoj i ponašanje dobijeni od roditelja i nastavnika upitnikom posebno formiranim za ovo istraživanje. Posebnan upitnik za nastavnike korišćen je u svrhu preciznijeg određivanja detinjih teškoća u savladavanju čitanja, pisanja i računanja. U celini, pristup je pokazao dobar potencijal za detekciju dece sa SSU, kao i sposobnost adekvatnog razdvajanja SSU od manje specifičnih neurorazvojnih smetnji koje utiču na postignuće u školi. Među različitim kategorijama relevantnih varijabli u ovom postupku, posebno je potvrđen značaj korišćenja standardizovanih formalnih instrumenata za procenu opšte sposobnosti, bez obzira na njihova potencijalna ograničenja. Istovremeno, rezultati jasno pokazuju da standardni oslonac na kriterijumu diskrepance uslovljava bitno zakašnjenje u otkrivanju SSU, te da je čitav postupak neophodno ‘pomeriti’ u okvire predškolskog obrazovanja. Dodatno zabrinjava podatak da su detekcija razvojnog problema i uključivanje deteta i porodice u odgovarajuće programe tretmana i psihosocijalne podrške pre ulaska u ovo istraživanje izvedeni za manje od polovine učesnika naše studije kojima je to bilo potrebno. AB - The present study has investigated the utility of several conventional criteria in identifying specific learning disabilities (SLD) among children with school underachievement: a). ability - achievement discrepancy; b). discrepancies in cognitive performance; and c). supplementary indicators for the disorder extracted from child’s behavior and developmental data. A purposive sample of 62 children 8-14 yrs satisfying exclusion criteria for LD from five Belgrade elementary schools was selected by their teachers. REVISK was applied in assessment of participant’s general ability and cognitive profile, while relevant developmental and behavioral data were collected by use of two questionnaires (for parents and teachers) designed for the purpose of the study. Since there are no generally accepted local instruments for evaluation of student’s performance in reading, writing or mathematic, an additional instrument for teachers was created, estimating children’s accomplishment in terms of the grade-level it corresponded to. In general, the approach has revealed a good potential in isolating children with SLD, as well as the capacity to separate them from students with less specific neurodevelopmental disturbances influencing low school achievement. Among diverse categories of relevant variables applied, those derived from the standardized test of general intelligence appeared to be irreplaceable in identification of SLD, even accounting for all potential limitations imposed by their use. However, the results clearly demonstrate that relying to ability - achievement discrepancy leads to significant delay in detection of SLD, while the timely intervention should be involved since school entrance. Further concern was raised by finding that in more than half of our participants in need for intervention neither identifying LD nor any form of additional support was provided prior to their entering this study. PB - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation C3 - Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010 T1 - Smetnje u učenju ili smetnje u prepoznavanju? T1 - Learning or recognition disabilities? EP - 438 SP - 421 UR - https://hdl.handle.net/21.15107/rcub_rfasper_4474 ER -
@conference{ author = "Obradović, Svetlana and Krstić, Nadežda", year = "2010", abstract = "Sa ciljem da se bliže ispita upotrebljivost standardnih kriterijuma za detekciju dece sa specifičnim smetnjama učenja (SSU) u samoj osnovnoj skoli, izdvojen je prigodni uzorak od 60 učenika starosti 8-14 godina iz pet beogradskih osnovnih škola, za koji smo primenili a) kriterijum diskrepance između opšte sposobnosti i postignuća u ovladavanju osnovnim školskim veštinama, b) kriterijum disharmoničnosti profila sposobnosti i c) pomoćne indikatore za poremećaj kakve tipično ekstrahujemo iz razvojnih podataka i ponašanja deteta. Sva deca su ispitana REVISKom, dok su relevantni podaci vezani za razvoj i ponašanje dobijeni od roditelja i nastavnika upitnikom posebno formiranim za ovo istraživanje. Posebnan upitnik za nastavnike korišćen je u svrhu preciznijeg određivanja detinjih teškoća u savladavanju čitanja, pisanja i računanja. U celini, pristup je pokazao dobar potencijal za detekciju dece sa SSU, kao i sposobnost adekvatnog razdvajanja SSU od manje specifičnih neurorazvojnih smetnji koje utiču na postignuće u školi. Među različitim kategorijama relevantnih varijabli u ovom postupku, posebno je potvrđen značaj korišćenja standardizovanih formalnih instrumenata za procenu opšte sposobnosti, bez obzira na njihova potencijalna ograničenja. Istovremeno, rezultati jasno pokazuju da standardni oslonac na kriterijumu diskrepance uslovljava bitno zakašnjenje u otkrivanju SSU, te da je čitav postupak neophodno ‘pomeriti’ u okvire predškolskog obrazovanja. Dodatno zabrinjava podatak da su detekcija razvojnog problema i uključivanje deteta i porodice u odgovarajuće programe tretmana i psihosocijalne podrške pre ulaska u ovo istraživanje izvedeni za manje od polovine učesnika naše studije kojima je to bilo potrebno., The present study has investigated the utility of several conventional criteria in identifying specific learning disabilities (SLD) among children with school underachievement: a). ability - achievement discrepancy; b). discrepancies in cognitive performance; and c). supplementary indicators for the disorder extracted from child’s behavior and developmental data. A purposive sample of 62 children 8-14 yrs satisfying exclusion criteria for LD from five Belgrade elementary schools was selected by their teachers. REVISK was applied in assessment of participant’s general ability and cognitive profile, while relevant developmental and behavioral data were collected by use of two questionnaires (for parents and teachers) designed for the purpose of the study. Since there are no generally accepted local instruments for evaluation of student’s performance in reading, writing or mathematic, an additional instrument for teachers was created, estimating children’s accomplishment in terms of the grade-level it corresponded to. In general, the approach has revealed a good potential in isolating children with SLD, as well as the capacity to separate them from students with less specific neurodevelopmental disturbances influencing low school achievement. Among diverse categories of relevant variables applied, those derived from the standardized test of general intelligence appeared to be irreplaceable in identification of SLD, even accounting for all potential limitations imposed by their use. However, the results clearly demonstrate that relying to ability - achievement discrepancy leads to significant delay in detection of SLD, while the timely intervention should be involved since school entrance. Further concern was raised by finding that in more than half of our participants in need for intervention neither identifying LD nor any form of additional support was provided prior to their entering this study.", publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation", journal = "Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010", title = "Smetnje u učenju ili smetnje u prepoznavanju?, Learning or recognition disabilities?", pages = "438-421", url = "https://hdl.handle.net/21.15107/rcub_rfasper_4474" }
Obradović, S.,& Krstić, N.. (2010). Smetnje u učenju ili smetnje u prepoznavanju?. in Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010 Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 421-438. https://hdl.handle.net/21.15107/rcub_rfasper_4474
Obradović S, Krstić N. Smetnje u učenju ili smetnje u prepoznavanju?. in Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010. 2010;:421-438. https://hdl.handle.net/21.15107/rcub_rfasper_4474 .
Obradović, Svetlana, Krstić, Nadežda, "Smetnje u učenju ili smetnje u prepoznavanju?" in Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010 (2010):421-438, https://hdl.handle.net/21.15107/rcub_rfasper_4474 .