Razvijanje komunikacijske kompetence in funkcionalne pismenosti na populaciji otrok z lažjo motnjo v duševnem razvoju z metodami recepcijske didaktike : doktorska disertacija

slovenian

doktorska dela

2019

Univerza v Mariboru, Pedagoška fakulteta

The present doctoral dissertation studies the development of the communication competence and functional literacy in children with mild intellectual disability, whose language and reading development is delayed. We employed reception didactics methods, which are based on less demanding non-verbal semiotic functions, such as delayed repetition, symbolic play, role-play, inner pictures etc. We also used ICT - the electronic presentation of a literary picture book for young adults (the simultaneous perception of text and pictures in a picture book) served as an appropriate and appealing method for this group of children. The doctoral dissertation consists of two parts. The first part (the theoretical part) is a creative synthesis of scientific findings about children with mild intellectual disability. The first two chapters provide definitions of children with special needs and children with intellectual disability, which are classified as one of the groups of children with special needs. The chapters also describe the existing educational programs for children with intellectual disability, highlight the importance of integration and inclusion, provide guidelines for teaching children with intellectual disability, and describe necessary adaptations and accommodations in the classroom. The dissertation also discusses the characteristics of children with intellectual disability and provides a short review of other disabilities. The next two chapters provide a detailed overview of language development and reading development in normally developed children and in children with mild intellectual disability. The theoretical findings are supported by Slovenian and foreign empirical studies. Factors influencing the language and reading development are also presented. A special subchapter is dedicated to the significance of the 21st century literacy, which is crucial also for children with intellectual disability. The next chapter explores the reception development with a focus on reception aesthetics, the development of a child's reception ability and the reception development of children with mild intellectual disability. In a special subchapter, the connection and interdependence between literary reception and language development are proved on a theoretical level. Next, a developed and verified communication model of literary education for children with mild intellectual disability is presented. The model allows children with mild intellectual disability to gain a genuine literary aesthetic experience, thus positively affecting their linguistic competence. The empirical part of the dissertation presents an experimental case study that included five children with mild intellectual disability. Over a period of twelve months, the study made a systematic use of the communication model of literary education for children with mild intellectual disability as an experimental factor in order to develop reception and communication competence as well as functional literacy in this group of children. The data was obtained with the use of the following (partially or entirely) adapted measurement instruments: Action Picture Test, Spoken Production Assessment Test, Students' Reading Ability Assessment Scheme and the Behaviour Scale (the latter was used to monitor the students' behaviour in the testing process). The students were also evaluated at the end of every didactic unit. The results of a qualitative analysis of the gathered data confirm the set hypotheses about the language, reading and reception progress.

08.08.2023