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Title:DIDAKTIČNA MAPA ZA POUČEVANJE GEOGRAFIJE AVSTRALIJE IN POLARNIH OBMOČIJ PRI POUKU S SLEPIM ALI SLABOVIDNIM UČENCEM
Authors:Vrčkovnik, Mateja (Author)
Kolnik, Karmen (Mentor) More about this mentor... New window
Schmidt, Majda (Mentor) More about this mentor... New window
Files:.pdf MAG_Vrckovnik_Mateja_2016.pdf (2,70 MB)
 
Language:Slovenian
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Slepi in slabovidni otroci predstavljajo skupino otok s posebnimi potrebami, ki imajo okvaro vidne funkcije. Slovenija spada po pojavnosti slepote v evropsko povprečje. Slabovidnost je pogostejši pojav kot slepota, tako pri mlajših kot tudi pri starejših, vendar pa se delež teh povečuje. Slepi in slabovidni so prikrajšani za vizualno spoznavanje in doživljanje sveta okoli sebe, zato informacije okoli sebe pridobivajo predvsem z drugimi čutili. Vse več slepih in slabovidnih otrok se z današnjo inkluzivno naravnano vzgojo in izobraževanjem vključuje v redne osnovne šole, ki pa na takšne učence največkrat niso dobro pripravljene. Prilagoditi je potrebno šolski prostor, usposobiti učitelje ter pridobiti učne pripomočke in učila ter drugo gradivo. Vsem učencem je potrebno omogočiti optimalen razvoj, tudi slepim in slabovidnim. Tradicionalne oblike in metode izobraževanja največkrat pri delu s slepimi in slabovidnimi ne pridejo v poštev, zato se morajo učitelji znajti in pokazati svojo kreativnost. Pri pouku geografije je zelo pomembno neposredno opazovanje, ki pa je pri slepih in slabovidnih zelo okrnjeno. Pomanjkanje ustreznega gradiva za slepe in slabovidne učence predstavlja veliko težavo pri pouku geografije. V učnem načrtu so opredeljene splošne smernice za poučevanje geografije slepih in slabovidnih otrok, konkretnih primerov pa primanjkuje, zato so učitelji največkrat prepuščeni lastni kreativnosti. V okviru raziskovalnega dela s poudarkom na praktičnem delu je predstavljena didaktična mapa za poučevanje geografije Avstralije in polarnih območij pri pouku s slepim ali slabovidnim učencem. Izdelana je s pomočjo preprostih materialov, ki so dostopni vsem in s kontrastnimi barvami. Vsi pripomočki so opremljeni tudi z brajevo pisavo, tako da je didaktična mapa v pomoč tudi slepim. Namenjena je tako slepim in slabovidnim učencem kot tudi učiteljem, z namenom spodbuditi učitelje za izdelavo podobnih učnih pripomočkov. Učne pripomočke v didaktični mapi je najprej pregledala mobilna tiflopedagoginja nato pa je didaktično mapo preizkusila slepa dijakinja 2. letnika srednje šole z minimalnim ostankom vida. Njune predloge in pripombe smo upoštevali pri izboljšavi posameznih pripomočkov.
Keywords:slepota in slabovidnost, inkluzivna vzgoja in izobraževanje, pouk geografije, učni pripomočki
Year of publishing:2016
Publisher:[M. Vrčkovnik]
Source:Maribor
UDC:37.091.6:91-056.262(043.2)
COBISS_ID:21915144 Link is opened in a new window
NUK URN:URN:SI:UM:DK:AMEXQEFU
Views:1021
Downloads:220
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:DIDACTIC DOCUMENTATION FOR TEACHING GEOGRAPHY OF AUSTRALIA AND POLAR AREAS IN CLASS WITH BLIND OR VISUALLY IMPARIED PUPIL
Abstract:Blind and visually impaired children represent a group of children with disabilities, who suffer from impaired visual function. In the incidence of blindness, Slovenia falls under the European average. Visual impairment among young and elderly is more common than blindness, but the share is increasing. Blind and visually impaired people recognise and interpret information from the surrounding environment through other senses. Today, due to inclusive education, more and more children with such disabilities are enrolled in regular primary schools, which are unfortunately not well enough prepared for them. School space needs to be properly adapted, teachers need to have proper training, schools need to obtain appropriate teaching materials and teaching aids, and other materials. All students, including blind and visually impaired, must be enabled optimal development. When working with such groups of children, traditional forms and methods of education usually do not come into consideration. That means that teachers must be resourceful and creative. In Geography, direct observation is very important, which is reduced for visually impaired children. One of the main problems poses the lack of suitable materials. In the curriculum, there are some general guidelines for teaching Geography to visually impaired children, but concrete examples are lacking. That means that teachers are usually left to their own creativity. Within the research part of this thesis with emphasis on practical work, is presented a didactic folder for teaching Geography of Australia and Polar regions in a class with a blind or visually impaired child. It is made of contrasting colours and simple materials that are available to everyone. All devices are equipped with braille code, which makes this didactical folder helpful for blind students as well. It is also designed for teachers, with the aim of encouraging them to create similar didactical materials. Teaching aids in the mentioned didactical folder were examined by a mobile teacher for blind and visually impaired children, and later tested by a blind, 2nd year high school student with minimal visual residue. Their suggestions and comments were taken into account in the improvement of individual aids.
Keywords:blindness and visual impairment, inclusive education, Geography lessons, teaching aids


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