Rezultati primene Quick placement testa kod osoba sa ometenošću

Abstract

Iako učenje stranog jezika za odrasle osobe sa ometenošću često ne predstavlja jednostavan proces, autori su saglasni u tome da od tog procesa ne treba odustajati, odnosno da ga treba prilagoditi i olakšati u skladu sa individualnim specifičnostima i karakteristikma samog polaznika edukacije. Cilj ovog istraživanja je da se utvrdi da li postoje razlike u znanju engleskog jezika između odraslih ispitanika sa intelektualnom ometenošću, telesnom invalidnošću i vizuelnim oštećenjem, kao i da se utvrdi odnos između samoprocenjenog i ispoljenog znanja na primenjenom testu kod sve tri ispitivane grupe. Uzorkom je obuhvaćeno 39 ispitanika sa ometenošću, oba pola, uzrasta od 18 do 59 godina (M = 33,18; SD = 9,894). Celokupan uzorak podeljen je na tri poduzorka koga čine: 14 ispitanika sa lakom intelektualnom ometenošću, 13 ispitanika sa vizuelnim oštećenjem i 12 ispitanika sa telesnom invalidnošću. Za potrebe procene znanja engleskog jezika korišćen je Quick Placement Test, a u cilju utvrđivanja nivoa samoprocene ovog znanja, korišćena je petostepena skala Likertovog tipa na kojoj se od ispitanika očekivalo da odrede u kojoj meri, prema vlastitom mišljenju, poznaju engleski jezik. Dobijeni rezultati pokazuju da ispitanici sa telesnom invalidnošću ostvaruju statistički značajno više skorove i u odnosu na ispitanike sa oštećenjem vida (p = 0,017) i u odnosu na ispitanike sa intelektualnom ometenošću (p = 0,000). Kada je u pitanju odnos između samoprocenjenog i ostvarenog nivoa znanja, rezultati pokazuju da viši nivo znanja sa sobom nosi u veću realnost samoprocene.

Although learning a foreign language is often not a simple process for adults with intellectual disabilities, the authors agree that the process should not be abandoned, and that it needs to be adapted and facilitated in accordance with individual characteristics and the characteristics of the trainee. The aim of this research is to determine whether there are differences in English language skills among adult respondents with intellectual disability, physical disability and visual impairment, and to determine the relationship between self-assessment and knowledge on the applied test in these three groups. The sample included 39 subjects with disabilities, both male and female, aged between 18 and 59 (M = 33,18; SD = 9,894). The whole sample was divided into three subsamples consisting of: 14 subjects with mild intellectual disability, 13 subjects with visual impairment and 12 subjects with physical disability. For the needs of English language skills assessment, Quick Placement Test was used, whereas for the self-assessment of the English language knowledge a five-step Likert-type scale was used, in which the respondents were asked to determine the extent to which, in their own opinion, they know the English language. The obtained results show that the subjects with physical disabilities achieved statistically significantly higher scores in comparison with those with visual impairment (p = .017) and those with intellectual disability (p = .000). As for the correlation between the self-assessed and the achieved levels of knowledge, the results show that a higher level of knowledge corresponds to a greater self-assessment reality.