Izvleček
Društvo Bralna značka je v prejšnjih šolskih letih šolske knjižnice spodbujalo k sodelovanju v projektu Medgeneracijsko branje. Kot knjižničarka v Zavodu za gluhe in naglušne sem se čutila nagovorjeno, da tudi v naši mali knjižnici izpeljemo kaj podobnega. V okviru ur knjižničnega informacijskega znanja sem učenca 7. razreda osnovne šole s prilagojenim programom z znižanim izobrazbenim standardom, poimenujmo ga Anže, povabila, da sodeluje z menoj kot knjižničarko in na srečanjih z otroki prvega in drugega VIO pripoveduje kakšno od ljudskih in Grimmovih zgodb, ki jih pozna. Srečanja so se izkazala kot prijetna za obe strani. Potrdila so ga v veščini javnega nastopanja, veščini pripovedovanja pravljice, razvijal je vlogo starejšega učenca, ki lahko vodi mlajše učence. Svojo zgodbo je moral logično razviti, jo voditi od začetka do konca, čeprav je bil pogosto v skušnjavi, da bi zgodbo domišljijsko razvil po svoje, bodisi da bi dodal številne nove junake, razvil alternativne konce … V naslednjem šolskem letu smo se z Anžetom, ki je zdaj že v 8. razredu, srečali še trikrat, vedno z istim 2. razredom novega prilagojenega programa za otroke z avtistično motnjo. Anže je pripovedoval zgodbe o Ostržku, Martinu Krpanu in Cesarjeva nova oblačila – viden je bil napredek, da je bila zgodba brez večjih domišljijskih preskokov v različne smeri. Hkrati pa je viden napredek v njegovi sicer precej enosmerni komunikaciji; učence je spraševal po njihovem mnenju, počakal na njihove odgovore in tako pokazal razvoj v komunikaciji otroka z avtizmom. Članek opisuje primer medgeneracijskega branja in pripovedovanja drug drugemu med urami knjižničnega informacijskega znanja v knjižnici osnovne šole s prilagojenim programom Zavoda za gluhe in naglušne Ljubljana. Predstavljamo pripovedovanje zgodb otroka z avtističnimi motnjami mlajšim otrokom in njegov razvoj komunikacijskih veščin pri tej dejavnosti. Poleg tega bo osrednji del članka, ki vsebuje pregled priporočenih knjig za otroke z avtističnimi motnjami, morda uporaben tudi za druge šolske knjižničarje in učitelje.
Abstract
Intergenerational Reading of a Child with Autism Spectrum Disorder, a Good Practice Example at the Library of the Ljubljana School for the Deaf and a List of Recommended Books for Children with Autism Spectrum Disorders
In previous school years, the Slovenian Reading Badge Society encouraged school libraries to participate in the Intergenerational Reading project. As a librarian at the School for the Deaf I felt obligated to carry out a similar activity in our small library. During Library and Information Knowledge lessons I invited a pupil from the 7th grade of a primary school with an adapted programme with a lowered educational standard, let‘s call him Anže, to work with me, the librarian, and tell some of the folk tales and the Grimm brothers‘ tales he is familiar with to children from the first and second educational triad. These sessions turned out to be pleasant for all those involved. He practised his public speaking skills, his storytelling skills, and developed his role of an older pupil who is able to guide younger pupils. He had to logically develop his story and unfold it from the beginning to the end, even though he was often tempted to make up a new storyline, either by adding many new protagonists, developing new alternative endings, etc. In the following school year, we had three more sessions with Anže, who is now in the 8th grade; the sessions were always held with the same 2nd grade of the new adapted programme for children with autism spectrum disorder. Anže told the story of Pinocchio, Martin Krpan and The Emperor‘s New Clothes – he showed visible progress, since the story did not contain any major leaps of imagination in different directions. Progress was also visible in his rather one-way communication; he asked the pupils their opinion and waited for their replies, thus demonstrating the development of the communication skills of a child with autism. The article describes an example of intergenerational reading and storytelling from one person to another during Library and Information Knowledge lessons at the library of the Ljubljana School for the Deaf with an adapted programme. It presents how a child with autism spectrum disorder told stories to younger children and how his communication skills developed through this activity. Moreover, other school librarians and teachers might find useful the review of books recommended for children with autism spectrum disorder in the body of the article.