Tretmant of dyslexia among pupils in primarv school

V diplomskem delu z naslovom Obravnava disleksije pri učencih v osnovni šoli smo v teoretičnem delu obravnavali učence z učnimi težavami, predvsem smo se osredotočili na specifične učne težave in primanjkljaje. Pregledali smo tudi zakonodajo, ki se nanaša na otroke s posebnimi potrebami. Razložili smo pojem disleksije, vzroke disleksije in njene značilnosti. Zanimalo nas je, kako lahko ugotovimo disleksijo in predvsem, kako lahko učencem z disleksijo v osnovni šoli pomagamo. Zanimali so nas načini in stopnje pomoči otrokom s posebnimi potrebami. Razložili smo, kakšne so vloge posameznih strokovnih delavcev, kot so učitelji, razredniki, svetovalni delavci in specialni pedagogi. Dotaknili smo se tudi pozitivnih strani oziroma prednosti disleksije. Predvsem pa smo se osredotočili na težave, ki jih imajo učenci z disleksijo pri pouku slovenščine. Zanimale so nas prilagoditve, ki bi jih naj učitelji upoštevali pri teh učencih. V empiričnem delu smo zato intervjuvali tri učiteljice slovenščine, dve specialni pedagoginji, mamo dislektika in otroka z disleksijo. Analizirali smo podatke o številu učencev s posebnimi potrebami iz zadnjega desetletja. S podatki, ki smo jih pridobili z intervjuji, smo preverili zastavljene hipoteze. Pripravili smo tudi prilagoditev preverjanja znanja iz slovenščine za učenca z disleksijo. V diplomskem delu smo prišli do naslednjih ugotovitev: Ugotovili smo, da je disleksija nevrološka motnja, da možgani dislektika delujejo drugače, kot možgani ostalih ljudi. Zaradi tega drugačnega načina razmišljanja imajo ti učenci na nekaterih področjih učenja primanjkljaje, na drugih pa so lahko zelo uspešni. Težave se pojavljajo predvsem na področju branja in pisanja. Disleksije torej ne gre zamenjevati z lenobo. Ugotovili smo, da največkrat disleksijo pri učencih odkrijejo učitelji. Učitelj je namreč tisti, ki je z učencem v vsakodnevnem stiku in zato lahko presodi, kdaj gre za specifično učno težavo pri učencu in kdaj samo za neutrjeno snov. Ugotovili smo, da je disleksija specifična učna težava, ki zahteva dolgoročno pomoč in prilagoditve, zato je načeloma treba sprožiti postopek o usmeritvi. Učencu z disleksijo, zaradi katere si je pridobil odločbo, pripadajo individualne ure z učiteljem in s specialnim pedagogom. Učitelji so dolžni upoštevati prilagoditve, zapisane v strokovnem mnenju in odločbi. Gre za prilagoditve pouka in prilagoditve preverjanja in ocenjevanja. Ključno funkcijo pri pomoči učencem z disleksijo imajo specialni pedagogi. Ugotovili smo, da lahko učenec z disleksijo ob ustreznih prilagoditvah, pomoči in podpori težave uspešno kompenzira ter dosega enake uspehe kot ostali učenci, za kar pa je treba vložiti več dela in truda tako s strani učenca kot s strani učitelja, specialnega pedagoga in staršev. Za otrokov napredek in uspeh je zelo pomembno, da vsi našteti med seboj dobro sodelujejo.The paper Treatment of Dyslexia among Pupils in Primary School is about the students with learning difficulties, in particular, with the focus on specific learning difficulties and deficits. We also reviewed the legislation relating to children with special needs. We explained the concept of dyslexia, dyslexia causes and its features. We wanted to know how dyslexia is noted and how students with dyslexia in primary school are assisted. We were interested in the methods and rates of assistance to children with special needs. We explained the roles of different professionals, such as teachers, class teachers, counselors and special educators. The positive side or the advantages of dyslexia were also discussed. In particular, we focused on the problems that pupils with dyslexia have in Slovene lessons. We were interested in the adjustments that teachers of students with dyslexia are supposed to consider. In the empirical part, we interviewed three Slovene teachers, two special educator and a mother of a dyslexic child. We analyzed data on the number of pupils with special needs from the last decade. With the information we have obtained through interviews, we verified hypothesis. We have prepared a personalized examination of Slovene for students with dyslexia. In the thesis, we come to the following conclusions: We have found that dyslexia is the neurological disorder, that the brains of dyslexic work differently from the brains of the other people. Because of that dyslexics have deficits in some areas, whereas in others they can be very successful. Problems occur mainly in the field of reading and writing. Dyslexia, therefore, should not be confused with laziness. We found that most students with dyslexia are detected by teachers. The teacher is the one who is in daily contact with students and therefore can judge if it is the case of the specific learning difficulty or only hardened teaching material. We found that dyslexia is a specific learning difficulty, which requires long-term support and adjustment, therefore a referral for an individual evaluation and determination of elegibility must be initiated. A dyslexic student, eligible for special education and related services, is entitled to extra classes with a special teacher and a special educator. Teachers are obliged to take into account the adjustments contained in the expert opinion and elegibility decision. They include adaptations of lessons and adjustments of testing and assessment. Special educators play a key role in assisting students with dyslexia. We have found that a dyslexic student with appropriate adaptations, help and support, successfully compensates problems and achieves the same success as the other students. To achieve this it is necessary to put more work and effort by the learner and the teacher, special teacher and parents. The cooperation between all participants is vital for the child\u27s progress and success