Intervention for preschool children at risk for learning disabilities

Učne težave so razvojno in okoljsko pogojene, zato lahko prve znake prepoznamo že pri predšolski populaciji otrok. Raziskave dokazujejo, da pravočasna prepoznava predšolskih otrok s tveganjem za pojav učnih težav (v nadaljevanju TUT) v osnovni šoli ter pravočasno nudenje ustrezne pomoči in podpore na področjih, kjer so prisotni primanjkljaji, omogočita lažje usvajanje novih znanj in spretnosti v začetku šolanja ter zmanjšata potrebo po intenzivnejši pomoči in podpori v kasnejših letih. Število učencev, ki se soočajo z učnimi težavami v osnovni šoli v zadnjih letih, strmo narašča in posledično narašča tudi potreba po intenzivnejših oblikah pomoči in podpore, ki pogojujejo izobraževalne, socialne, ekonomske, kadrovske in druge posledice. Zgodnje preventivno delovanje na področju učnih težav zato predstavlja pomemben del raziskovanja in delovanja specialno rehabilitacijske pedagogike. Ključno preventivno strategijo za zmanjšanje učnih težav v osnovni šoli vidim v izvajanju rednih in sistematičnih obravnav, ki se osredotočajo na razvijanje šibkih področij pri predšolskih otrocih s TUT, prek dela v manjših skupinah, igre in gibalnih dejavnosti v sklopu rednega programa predšolske vzgoje. Osnovni namen raziskave je bil načrtovati, izvesti in evalvirati obravnavo otrok s TUT v obliki intenzivnega treninga, izvedenega v obliki 26 srečanj. V trening so bili vključeni štirje predšolski otroci, katerih rezultati pridobljene začetne ocene so nakazovali prisotnost znakov TUT. Vključeval je vaje fonološkega zavedanja, grafomotorike, orientacije na ploskvi in v prostoru, torej vaje s področij, kjer imajo otroci posebne potrebe in so zato potrebovali največ dodatne pomoči in podpore. Z namenom pridobitve vpogleda v možnost preventivnega delovanja v sklopu rednega programa predšolske vzgoje s strani strokovnega delavca, ki je v vsakodnevnem stiku z otrokom in ima s področja zgodnjega razvoja specifična znanja, je bil izveden intervju z vzgojiteljico iz oddelka, v katerega so bili vključeni otroci iz vzorca. Rezultati primerjave začetne in končne ocene obvladovanja spretnosti na področjih, ki so bila vključena v trening, kažejo na učinkovitost izvedenega treninga, saj je pri vseh otrocih opazen napredek na vseh vključenih področjih razvoja. Trening je torej pomembno prispeval k zmanjšanju TUT v začetku šolanja. Intervju z vzgojiteljico pa potrdil pomen in raznoliko možnost preventivnega delovanja v sklopu rednega dela z izvajanjem prilagojenih dejavnosti znotraj oddelka.Learning disabilities are conditioned by development and environmenttherefore, the first signs can be recognized in the preschool population of children. Research shows that the timely identification of preschool children at risk of learning disabilities (henceforth TUT) in primary school, as well as the timely provision of appropriate help and support in areas of deficits, enable the acquisition of new skills at the beginning of school and reduce the need for intensive help and support in later years. In recent years, the number of students who have been experiencing learning disabilities in primary school is increasing rapidly. Moreover, there is a higher need for intensive forms of help and support, which is important in determining changes in the educational, social, economic, personnel, and other areas. Early preventive action is important when dealing with learning disabilitiestherefore, it represents an important part of research and operation in special rehabilitation pedagogy. I believe a key preventive strategy, to reduce learning disabilities in primary school, is to conduct regular and systematic treatments that are focused on the development of vulnerabilities in preschool children with TUT and by working in small groups, playing and doing physical activities as part of a regular preschool program. The main purpose of the research was to plan, implement, and evaluate the treatment of the children with TUT in the form of intensive training conducted in 26 meetings. The training included four preschool children, whose results from the obtained initial assessment indicated the presence of TUT signs. Moreover, the training included exercises of phonological awareness, graphomotor skills, orientation on the surface, as well as orientation in spacei.e., exercises from the areas where children have special needs, and therefore needed plenty of additional help and support. In order to gain insight into the possibility of preventive strategy within the regular educational program for preschool by a professional who is in daily contact with the child and has specific knowledge in the area of early development, we conducted an interview with an educator from the department involving children from the sample. We compared the results of the initial and final assessment of skills mastery in the areas included in the training. The results showed the effectiveness of the training, as all children showed progress in all areas of the development involved. Therefore, the training has made an important contribution to reducing TUT at the beginning of school. Furthermore, the interview with the educator confirmed the importance and diverse possibility of preventive action as a part of regular work by carrying out customized activities within the department