Διερεύνηση παραγόντων που διευκολύνουν το αναγνωστικό κλίμα της τάξης. Μελέτη περίπτωσης μαθήτριας με Ελαφρά Νοητική Καθυστέρηση.
L' indagine dei fattori che facilitano il clima di lettura nell' aula. Studio del caso dell' alunno con Ritardo Mentale Lieve
Investigation of factors that facilitate the reading classroom environment. Case Study of a female student with Mild Mental Retardation
Μεταπτυχιακή διπλωματική εργασία
Συγγραφέας
Παρασκευοπούλου, Αικατερίνη
Ημερομηνία
2015-05-27Επιβλέπων
Τραυλός, ΑντώνιοςΘεματική επικεφαλίδα
Παιδιά με μαθησιακές δυσκολίες -- Εκπαίδευση -- Περιπτωσιολογικές μελέτες ; Παιδιά με ειδικές ανάγκες – Εκπαίδευση -- Ελλάδα -- Επεξεργασία Δεδομένων -- Περιπτωσιολογικές μελέτες ; Ενταξιακή εκπαίδευση -- Περιπτωσιολογικές μελέτεςΛέξεις κλειδιά
Ελαφριά Νοητική Καθυστέρηση (ΕΝΚ) ; Αναγνωστικές δυσκολίες ; Αυτοσυναίσθημα ; Στοχευμένο Ατομικό Δομημένο Ενταξιακό Πρόγραμμα Ειδικής Αγωγής και Εκπαίδευσης (ΣΑΔΕΠΕΑΕ)Περίληψη
As part of International Program of Postgraduate Studies (IPPS) “The development of educational skills in special treatment and education for dealing with problems faced by students with complex cognitive, emotional and social difficulties and their families”, conducted research which has focused on exploring the factors that facilitate the reading classroom environment. The present case study deals with a schoolgirl 9 years old with mild intellectual disabilities attending general primary school and adults who interact with her. The study is conducted by applying a diversified Targeted Individual Structured Integrated Special Education Program for pupils with Special Educational Needs (TISISEPfSEN). The methodology was mixed and consisted of quantitative and qualitative data. The quantitative data collected through questionnaires using the Likert scale. The qualitative data recorded by the researcher’s participant observation and calendar records. The tools consisted of observations from non typical assessment with Checklists of Basic Skills, the Framework Curricula for Special Education for students with SEN (FCSEfSEN), comments on the general and specific learning difficulties and the teaching plan (annual, monthly, weekly, daily curriculum). Furthermore, the program assessed using the experiment. The findings displayed a strong connection between reading skills and self-esteem creating a suitable reading environment. Taking the interpersonal and intra-individual children’s differences into consideration, the necessity of differentiated reading programs in conjunction with the differentiated reading environment in order to improve reading skills and the integration of students with mild mental retardation, are presented.