Testing and assessment of knowledge in the in 1st Grade with the Help of ICT at with autistic disorder and pupils with speech and language disorder

Lucija Kupec
[email protected]
Zavod za gluhe in naglušne Ljubljana

Povzetek

Vizualne predstave, veliko število ponovitev in različne aktivnosti, so eden od pomembnih elementov, ki vplivajo na boljši učni uspeh, boljše pomnjenje in posredno na boljšo samopodobo učencev z avtističnimi motnjami in/ali  z govorno-jezikovnimi motnjami. Aktivnosti morajo biti krajše in dinamične, saj je njihova koncentracija slabša in kratkotrajnejša. Navodila za reševanje nalog morajo biti jasna, natančna in podprta z konkretnimi primeri reševanja določene naloge ter jasno strategijo reševanja nalog. V veliko pomoč nam je IKT tehnologija, saj lahko z njeno pomočjo razložimo navodila, ki jih prisluhnejo vsi učenci. Potem frontalno rešimo en primer.  Tako so učenci ustrezno opremljeni z navodili, kako reševati naloge. Na tak način od učencev pridobimo znanje, izključimo pa lahko napake, do katerih bi lahko morebiti prišlo zaradi nerazumevanje navodil, ki so posledica bodisi kratkotrajne koncentracije, bodisi predolgih ali nejasnih navodil. Učenci tako pri preverjanju in ocenjevanju dosegajo dobre rezultate, saj kot izredno motivacijsko sredstvo nanje deluje uporaba IKT. Pri tovrstnem preverjanju in ocenjevanju znanja sledimo sistematičnosti, jasnim navodilom, s poudarkom na razumevanju navodil, diferenciaciji in individualizaciji ter smiselni uporabi ITK-je pri pouku. Le-ta nam omogoča, da nastale dokumente shranimo in opazujemo napredek učenca, hkrati nam služijo kot opora na govorilnih urah.

Ključne besede: govorno-jezikovna motnja, avtistične motnje, preverjanje, ocenjevanje, IKT.

Abstract

Visual presentations, a great number of repetition and different activities are among the important elements influencing school success, better remembrance and indirectly better self-esteem of pupils with autistic disorder and pupils with speech and language disorder. Activities must be shorter and dynamic because the pupils' conversation is worse and of a shorter span. The instructions for task solving must be clear, precise and supported with a concrete example of solving a certain task. Therefore, ICT is of great help to us. Namely, with its help we can frontally explain the instructions which are noticed by all pupils. They can also solve an example and thus all children are appropriately equipped with the instructions on how to solve a task. In this way we get knowledge from pupils and the mistakes which might occur due to a misunderstanding of instructions resulting from either short-span concentration or too long instructions can be excluded. Thus pupils achieve good results at the testing as well as at assessment of knowledge. Namely, the use of computer with a projector and interactive board functions as an extremely motivational means to them. When using such testing and assessment of knowledge we follow systematisation, clear instructions with the emphasis on the understanding of instructions, differentiation, individualisation and a reasonable use of ICT in class. Contemporary technology enables us to store the arising documents and observe a pupil's progress and at the same time they serve as support at teacher-parents talking hours. At the same time we are ecologically aware and use less paper.

Key words: speech-language disorder, autistic disorder, testing, assessment, ICT.