DISLEKSIJA PRI POUKU ANGLEŠKEGA JEZIKA V OSNOVNI ŠOLI

In the master’s thesis I defined the concept of dyslexia. I focused on two different views on dyslexia, namely dyslexia as a reading and writing disorder, something you need to repair or heal, and dyslexia as an added value that gives individuals abilities a person without dyslexia does not possess. The thesis briefly presents the causes of dyslexia, learning deficits, specifically difficulties in reading and writing, various approaches to tackle these difficulties and general guidelines to alleviate them. The thesis then offers some examples of good multi sensory teaching practice which could alleviate the dyslexic pupil’s learning process and could be used in a general education English classroom. The empirical part first gives an introduction to the survey and then presents the results. The survey was conducted on a sample of 160 primary school English teachers enquiring about how well they know dyslexia and its symptoms, how many students with confirmed dyslexia they teach and how they tackle the challenge of teaching such students in an English classroom the focus being on to what extent they accommodate teaching materials and teaching methods for their dyslexic pupils.V magistrski nalogi je opredeljen pojem disleksija. Izpostavljena sta dva različna pogleda nanjo: disleksija kot motnja branja in pisanja, nekaj, kar je potrebno popraviti ali pozdraviti in disleksija kot drugačnost, ki posamezniku daje zmožnosti, ki jih oseba brez disleksije nima. Na kratko so predstavljeni vzroki za disleksijo, primanjkljaji na področju učenja, natančneje težave pri branju in pisanju, ter različni načini odpravljanja težav oziroma splošne smernice za njihovo lajšanje, ki naj jih učitelji uporabljajo pri tvorjenju gradiv za učence z disleksijo. Nanizanih je nekaj primerov dobre poučevalne prakse, ki bi lahko olajšali učenje učencem z disleksijo v angleški učilnici. V empiričnem delu naloge je najprej uvod v anketo, nato so predstavljeni rezultati ankete, ki je bila izvedena na vzorcu 160-tih osnovnošolskih učiteljev angleščine. Rezultati ankete prikažejo, kako dobro so učitelji seznanjeni z disleksijo, koliko učencev z evidentirano disleksijo poučujejo, kako se soočajo s tem pojavom v angleški učilnici ter v kakšnem obsegu in na kakšen način prilagajajo učno gradivo in metode takim učencem