Procena veštine brojanja kod učenika s lakom intelektualnom ometenošću

Abstract

Tokom vaspitno obrazovnog procesa neophodno je da učenici ovladaju strategijama brojanja, da ih primenjuju i kombinuju u odnosu na različit ras- pored predmeta. Neophodna je integracija vizuelnog, kinestetičkog i auditiv- nog oblika broja, odnosno količine, simbola i brojevne reči. Cilj istraživanja je da se utvrdi uspešnost ispitanika s lakom intelektualnom ometenošću pri smislenom brojanju. Uzorak obuhvata 58 ispitanika, oba pola (41,4% deča- ka i 58,6% devojčica), kalendarskog uzrasta od 9 godina i 6 meseci do 11 godina (AS=10,09; SD=1,38). Za procenu veštine brojanja primenjen je test koji obuhvata procenu brojanja predmeta prema razvojnoj hijerarhijskoj složenosti prostor- nog rasporeda predmeta za brojanje. Faze brojanja ispitane su na osnovu načina na koji učenik broji: pomeranjem, dodirivanjem, pokazivanjem ili evidentiranjem pogledom. Dobijeni podaci ukazuju da se hijerarhijskim porastom složenosti prostornog rasporeda broj tačno prebrojanih elemenata smanjuje. Ukupno 72% ispitanika uspešno broji predmete koji su raspoređeni u jednom redu, 62,06% broji predmete u dva reda, 51,72% broji predmete raspoređene kao uzorak, 39,65% broji predmete u polukrugu, 29,31% broji predmete u krugu i 22,41% ispitanika uspešno broji nasumično raspoređene predmete. Najveća statistički značajna korelacija dobijena je pri testiranju odnosa između hijerarhijski najsloženijeg rasporeda predmeta i četvrte faze brojanja (p < 0,01).

During educational process is very important that students with intellectual disability master strategies of counting, to apply and combine them in relation to the different layout of the objects. In order to do that is very necessary to make integration of visual, kinesthetic and audio shape of number. The goal of this research is to determine the success of the respondents with light intellectual disability in meaningful counting. The sample contains 58 respondents, both sexes (41, 4% boys and 58, 6% girls) calendar age from 9 years and 6 months till 11 years. For the assessment of counting skill we used a test that included an assessment of the counting of objects according to the development hierarchy of the complexity of the spatial distribution of the counting objects. Counting counts were examined based on how student counts: by moving, touching, pointing and recording the view. The obtained results indicate that hierarchical increase in the complexity of the spatial distribution the number of counting objects decreases. A total 72% of respondents successfully count items placed in one order, 62, 06% count in two orders, 51, 72% count objects that are distributed as a sample, 39, 65% count in semicircle, 29, 31% count in circle and 22,4 respondents count randomly installed objects. The largest statistically correlation was obtained when testing the relationship between the hierarchical most complex object arrangement and forth counting phase (p < 0,01).