DYSGRAPHIA IN FIRST LANGUAGE ACQUISITION IN SLOVENIAN PRIMARY SCHOOLS

V diplomskem delu z naslovom Motnja pisanja pri pouku slovenščine v osnovni šoli smo v prvem teoretičnem delu opredelili motnjo pisanja z različnih vidikov. S pomočjo preučene literature smo zapisali definicijo motnje pisanja, opredelili vrste, oblike, tipe, vzroke, faze in izvor motenj pisanja. V nadaljevanju smo motnje pisanja razmejili na dve glavni vrsti, in sicer na motnjo pisanja, ki pomeni težave pri rokopisu ali disgrafijo, ter motnjo pisanja, ki pomeni motnje na ravni rabe pravopisa ali disortografijo. Opisali smo tudi značilnosti otrok z motnjo pisanja. Disgrafija in disortografija sodita med specifične učne težave, zato smo v nadaljevanju predstavili učne težave, specifične učne težave, otroke specifičnimi učnimi težavami in usmerjanje otrok s posebnimi potrebami. Otroci z motnjo pisanja so vključeni v osnovnošolsko izobraževanje, zato smo opredelili vlogo osnovne šole pri delu in pomoči z učenci s specifičnimi motnjami, delo z učenci s specifično motnjo pisanja pri pouku slovenščine in prilagajanje celotnega učnega procesa. Zapisali smo, kako sestavimo in izvajamo individualiziran učni načrt za učence s primanjkljaji na posameznih področjih in kako inovativni delovni projekt pomoči za učence s specifičnimi učnimi težavami nižje stopnje. V empiričnem delu pa smo na osnovi opazovanja pisnih izdelkov želeli prikazati tipične napake opazovanega učenca in na konkretnem primeru prikazati, kako poteka delo z učenci s specifično motnjo pisanja v osnovni šoli.This thesis with the title “Dysgraphia in first language acquisition in Slovenian primary schools” consists of two parts. In the first theoretical part we defined different aspects of writing disorders. The studied literature helped us to write the definition of writing disorder and to define the classes, forms, types, causes, phases and the source of writing disorders. We divided the writing disorders into two main classes – dysgraphia, meaning the transcription disability, and dysorthography, meaning the spelling disorder. We described the characteristics of children with writing disorder as well. Since dysgraphia and dysorthography belong to specific learning difficulties, we presented learning difficulties, specific learning difficulties, children with learning difficulties and the guidance of children with special needs. In Slovenia children with writing disorder are included into primary education, this is why we studied and defined the role of primary schools in working with and helping the children with specific disorders, working with children with specific writing disorders in Slovene language class and the adjustment of the entire learning process. We gave an example how to draw up and carry out an individualised curriculum planning for pupils with deficits in particular fields and how to draw up and carry out an innovative working project to help pupils with specific learning difficulties of less severe cases. In the empirical part, which is based on the observation of written coursework, we tried to show typical mistakes of the pupil in question and to show on a concrete example how the work with pupils with a specific writing disorder in Slovenian primary schools is carried out