Planiranje položaja u nastavi srpskog jezika dece sa oštećenjem vida

Abstract

Metodika nastave srpskog jezika sa decom oštećenog vida analizira ciljeve i zadatke nastave srpskog jezika u uslovima oštećenja vida i oblikuje programe i metode vaspitanja, obrazovanja i rehabilitacije putem nastave srpskog jezika. Tiflodidaktički se unapređuju metode procene i unapređenja položaja u nastavnim područjima bitnim za uspeh u nastavi i iz drugih predmeta. Nastavne oblasti: početna nastava čitanja i pisanja, čitanje i analiza književno- umetničkog štiva, kultura usmenog i pismenog izražavanja, nastava gramatike i pravopisa i mediji u nastavi, imaju karakter univerzalnosti i na internacinalnom planu. Ciljevi rada su: 1) analiza položaja u nastavi srpskog jezika dece sa oštećenjem vida s obzirom na stepen oštećenja vida; 2) povezanost skladnosti ponašanja dece sa oštećenjem vida i uspeha u nastavi srpskog jezika; 3) povezanost vizuelnog ponašanja dece sa oštećenjem vida i uspeha u nastavi srpskog jezika; 4) analiza uspeha u nastavnim oblastima srpskog jezika dece sa oštećenjem vida. Rezultati istraživanja ukazuju na statistički značajnu povezanost uspeha u nastavi srpskog jezika dece sa oštećenjem vida, s jedne strane, stepena oštećenja vida i poremećaja pažnje, impulsivnosti i hiperaktivnosti, s druge strane. Korelacija uspeha u nastavi srpskog jezika i intenziteta hiperkinetičkog ponašanja slabovide dece je statistički značajna na nivou 0,001 (χ²=11,68421, r = -0,35, C=0,33898). Diskutuju se rezultati istraživanja o uspehu u nastavi srpskog jezika s obzirom na nivo vizuelne efikasnosti. U radu će se preporučiti edukacino-rehabilitacioni sadržaji nastave srpskog jezika.

The methodology for teaching the Serbian language for visually impaired children analyses the aims and tasks of this teaching and gives a shape to educational and rehabilitation programmes and methods by means of the teaching of this language. The methods of evaluation and improvement of the situation in the teaching areas which are also essential for the success in learning are being improved typhlodidactically. Teaching areas such as the initial teaching of reading and writing, the reading and the analysis of a literary reading text, the culture of oral and written expression, teaching of grammar and orthography and the teaching media, have a character of universality, also applicable at international level. The aims of this work are: 1) the analysis of the situation of blind and visually impaired children in the teaching process of Serbian language with regard to the degree of visual impairment; 2) the connectivity of the harmonization in behaviour of visually impaired children the success in learning Serbian language; 3) the connectivity of visual behaviour of visually impaired children and the success in learning Serbian language; 4) the analysis of the success of visually impaired children in the teaching areas of Serbian language. The results of the research indicate a statistically significant connectivity in the success of visually impaired children in learning Serbian language, on one hand, of the degree of visual impairment and attention disorder, and of the impulsiveness and hyperactivity on the other hand. Te correlation of the success in learning Serbian language and the intensity of hyperkinetic behaviour of low vision children is statistically significant at the level 0,001 (χ²=11,68421, r = -0,35, C=0,33898). The results of the research on the success in the teaching process of Serbian language are discussed regarding the level of visual efficacy. The educational and rehabilitation contents in the teaching process of Serbian language will be recommended in this work.