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Strategies for children with dyspraxia in geometry class

Marjeta Trček (2013) Strategies for children with dyspraxia in geometry class. Diploma thesis.

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    Abstract

    Pupils with dyspraxia have hidden difficulties, therefore their special educational needs are frequently unnoticed or interpreted incorrectly. Their special needs extend across continuum, from mild to severe and so should the support offered to pupils with dyspraxia (Kavkler, 2002). Pupils with dyspraxia have specific difficulties at visual-motoric processing which reflect as severe difficulties with planning and executing practical activities (Christmas, 2009, Elliott and Place, 2012, Portwood, 2000). In addition pupils with dyspraxia are more likely to have difficulties with perception, speech articulation, gross and fine motoric, visual- motoric coordination, organization and social skills (Gamser, 2011a). In the math class pupils with dyspraxia often have difficulties with fine motor, planning and organization. All the special needs mentioned above are especially noticeable at geometry class, which demands metacognitive abilities of planning and executing fine motor movements as well as adaptation and autocorrection during motor execution. Concept of working with pupils with learning difficulties in primary school (Magajna, Kavkler, Čačinovič Vogrinčič, Pečjak in Bregar Golobič, 2008) ensures continuum of forms of support for pupils with dyspraxia in accordance with level of their special needs. In diploma thesis are presented strategies of support for pupils with dyspraxia at 1st, 2nd, 3rd and 5th step of Slovenian 5-step model of learning support for pupils with learning difficulties. Early and holistic intervention builds up individual’s strengths, early learning of specific compensatory and support strategies that increase independence, positive self-image and inclusion of pupils with dyspraxia in the class community.

    Item Type: Thesis (Diploma thesis)
    Keywords: pupils with dyspraxia, geometry, visual-spatial abilities, coordination, planning, strategies, 5-step model of learning support for pupils with learning difficulties
    Number of Pages: 51
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Marija KavklerMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9798217)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 1801
    Date Deposited: 03 Oct 2013 11:25
    Last Modified: 03 Oct 2013 11:25
    URI: http://pefprints.pef.uni-lj.si/id/eprint/1801

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