Izvleček
Razvojna motnja koordinacije je specifična učna težava, ki je prisotna pri 5-6 % šolske populacije in pogojuje težave na motorično-koordinacijskem področju in na področju šolskih spretnosti ter tako pomembno vpliva na izobraževalne dosežke in opravljanje vsakodnevnih aktivnosti. Učenci z razvojno motnjo koordinacije se kljub povprečnim ali nadpovprečnim kognitivnim sposobnostim pri pouku geometrije srečujejo s pomembno večjimi težavami kot vrstniki. Specifične učne težave učencev z razvojno motnjo koordinacije izvirajo iz finomotoričnih in vidno-prostorskih primanjkljajev, ki so še posebej opazni pri geometriji. Geometrija je področje znotraj učnega predmeta matematika, ki zahteva dobre finomotorične spretnosti, dobro manipulacijo z geometrijskimi pripomočki, geometrijsko načrtovanje, vidno-motorično koordinacijo, orientacijo na ploskvi in v prostoru, prostorsko predstavljivost ter natančno zapomnitev zaporedij motorične aktivnosti. Za uspešno sodelovanje pri pouku geometrije znotraj razreda učenci z razvojno motnjo koordinacije potrebujejo prilagoditve metod poučevanja, učnega okolja in specifične treninge spretnosti pomembnih za področje geometrije. V prispevku so predstavljene konkretne strategije poučevanja znotraj razreda in prilagoditve učnega okolja za učence z razvojno motnjo koordinacije na 1., 2. in 3. stopnji po petstopenjskem modelu obravnave učnih težav.
Abstract
Pupil with Developmental Coordination Disorder in Geometry Class
Developmental coordination disorder is a specific learning difficulty, which is found in 5-6% of the school population and causes motor coordination problems and lack of school abilities, thus having a significant impact on educational achievements and the performance of everyday activities. Despite average or above average cognitive abilities, pupils with developmental coordination disorder encounter significantly greater problems in geometry lessons than their peers. The specific learning difficulties of pupils with developmental coordination disorder stem from deficiencies in fine motor and visual-spatial skills, which are particularly noticeable in geometry class. Geometry is a field within the subject of mathematics which requires good fine motor skills, good manipulation of geometric tools, geometric planning, visual-motor coordination, orientation on a plane and in space, spatial ability, and remembering the exact sequence of motor activity. In order to successfully participate in geometry lessons in a classroom, pupils with developmental coordination disorder require adjustments to the teaching methods and to the learning environment, and specific training in skills that are relevant to geometry. The paper presents concrete strategies for teaching in a classroom and adjustments to the learning environment for pupils with developmental coordination disorder in tiers 1, 2 and 3 of the five-tier model for the treatment of learning difficulties.