NUDENJE INDIVIDUALNE POMOČI DIJAKINJI Z DISLEKSIJO V DIJAŠKEM DOMU

PROVIDING INDIVIDUAL SUPPORT TO THE STUDENT WITH DYSLEXIA IN BOARDING SCHOOL

Monika Skela Spadorcia, mag. prof. inkl. ped.
Številka 57 (2018)

Povzetek

Z inkluzivno paradigmo, ki zagovarja stališče, da se otroci s posebnimi potrebami vključujejo v redne izobraževalne programe na različnih nivojih, je takih otrok v rednih vzgojno-izobraževalnih institucijah vse več. Zaradi posebnih potreb potrebujejo pri delu pomoč in prilagoditve, ki se izvajajo v okviru dodatne strokovne pomoči, njen obseg pa je zanje pogosto premajhen. Dijaki s posebnimi potrebami se zato po pomoč obračajo k drugim institucijam, ena od teh je tudi dijaški dom. Tam svetovanje izvajajo svetovalni delavci različnih strokovnih profilov, učno pomoč najpogosteje vzgojitelji ter vrstniki, po pričevanju staršev pa pogosto ni pomoči za premagovanje ovir in primanjkljajev, ki bi dijaku omogočila lažje vključevanje v družbo ter na ta način gradila inkluzivno družbeno okolje. Prispevek predstavlja opis in analizo izvajanja prostovoljne individualne pomoči v dijaškem domu, uspešnost uporabe raznolikih metod ter napredek dijakinje na različnih področjih.

Ključne besede: disleksija, dodatna strokovna pomoč, dijaški dom, metode in strategije.


Abstract

The basic tenet of the inclusive paradigm is to include students with special needs into mainstream schools on different levels, which results in growing number of these students in the mainstream schools. Due to their special learning needs, they require help and adjustments, which are facilitated during the supplementary professional support. It occurs regularly that the number of hours of the supplementary professional support is not enough, so they are seeking additional support at boarding schools, where counselling is usually offered by social workers and tutoring by professional personnel and peers. Nevertheless, there is a lack of professional handling of their impairments, which would significantly help them participate and be included in social environments. This paper presents a description and analysis of voluntary individual professional support, successfulness of using diverse methods and student’s progress in different fields.

Keywords: dyslexia, supplementary professional support, boarding school, methods and strategies.