DEVELOPMENT OF WRITING SKILLS OF STUDENTS WITH MILD OR MODERATE MENTAL DISORDERS IN PRIMARY SCHOOL
DOI:
https://doi.org/10.17770/er2024.2.8287Keywords:
writing skills, students with mild or moderate mental disorders, methodical recommendations, primary schoolAbstract
The acquisition of writing skills is influenced by several factors related to a student’s physical and mental development, the environment in which they grow up and learn, as well as the attitudes of others. If any of these factors are disrupted or absent, individual work and various methods employed by special education teachers should be applied to support students with mild or moderate mental disorders in primary school classes in developing their writing skills.
The research was conducted with the aim of theoretically and practically analysing the possibilities for developing the writing skills of primary school students with mild or moderate mental disorders in an educational institution that implements a program for students with these conditions.
In the course of the study, findings on the acquisition of writing skills for students with mild or moderate mental disorders were analysed. The study investigated the characteristics of students with mild or moderate mental disorders in the pedagogical process and the necessary prerequisites for literacy development. It analysed literature and identified the difficulties students with mental disorders face in acquiring writing skills. Additionally, methods and techniques to support the development of these skills were deliberated, and a methodological tool for writing skill development was created. The research is based on document analysis, the evaluation of results from the use of developed methodological materials, and the analysis of interviews with teachers of five primary school students with mild or moderate mental disorders attending X Primary School, which implements special education programs.
As a result of the research, it was concluded that in the modern era, less and less time is devoted to various basic skills. One such skill that the digital age has begun to replace is writing. Students lag behind in writing skills. This requires increased attention from preschool age. Special attention should be paid to the learning of writing skills for children who have mental disorders and prerequisites for the promotion of writing skills must be developed in all subjects, as well as learning should be done in a differentiated manner.
References
Andersone, G., Ptičkina, Ā. (2011). Sāksim rakstīt! Pirmsskolas izglītība. Padomi skolotājiem bērnu rakstītmācīšanā. Rīga: Zvaigzne ABC.
Apele, D., Čapkeviča, O., Danilāne, L., Korniļjevs, I., Lucjanovs, G., Orska, R., Rozenfelde, M., Strode, A., Ušča, S., Vīgante, R. (2008). Skaties. Domā. Dari. Metodiskais līdzeklis. Rēzekne: RA izdevniecība
Bingham, G. E., Quinn, M. F., & Gerde, H. K. (2017). Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills. Early Childhood Research Quarterly, 39, 35-46. DOI: https://doi.org/10.1016/j.ecresq.2017.01.002
Catts, H.W., Nielsen, D.C., Bridges, M.S., Liu, Y.S., & Bontempo, D E. (2015). Early identification of reading disorders within an RTI framework. Journal of learning disorders,48(3), 281-297. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3855155/
Čapkeviča, O. (2008). Bērnu ar vidēji smagiem un smagiem garīgās attīstības traucējumiem audzināšana un apmācība. Rēzekne: RA izdevniecība.
Gillen, J., & Hall, N. (2013). The emergence of early childhood literacy. In J. Marsh & J. Larson (Eds.), Handbook of early childhood literacy. (pp. 3–17). Retrieved from: https://ej.uz/m22d
Tjarve-Golubeva, V., & Rozenfelde, M. (2015). Attention correction possibility in primary school during educating process in special schools for pupil with intellectual disturbances. Education Reform in Comprehensive School: Education Content Research and Implementation Problems, 63-71. DOI: https://doi.org/10.17770/ercs2015.1144
Graham, S., Collins, A. A., & Rigby-Wills, H. (2017). Writing characteristics of students with learning disabilities and typically achieving peers: A meta-analysis. Exceptional Children, 83(2), 199-218. DOI: https://doi.org/10.1177/0014402916664070
Harvey, S.T., Bimber, D., Evans, I.M., Kirkland, J., & Pechtel, P. (2012). Mapping the classroom emotional environment. Teaching and Teacher Education, 28(4), 628-640. DOI: https://doi.org/10.1016/j.tate.2012.01.005
Hofmann, V., & Müller, C. M. (2021). Language skills and social contact among students with intellectual disorders in special needs schools. Learning, Culture and Social Interaction, 30, 100534. DOI: https://doi.org/10.1016/j.lcsi.2021.100534
Helviga, I., Rakeviča, I. (2014). Vienotas runas un rakstu sistēma pamatizglītības 1. – 4. klasē. Rīga. Retrieved from:http://www.viss.lv/dati/kkmv/doc/Vien_run_rakst_sist_1_4_klasei.pdf Skat. 09. 09. 2023.
Liepiņa, S. (2008). Speciālā psiholoģija. Bērni ar garīgās attīstības traucējumiem. Rīga: RaKa.
Maregeviča – Grīnberga, I., Šumane, I., (2020). Mūsdienīga mācību vide skolēnu aktīvai iesaistīšanai mācību procesā. Latvijas Universitāte Pedagoģijas, psiholoģijas un mākslas fakultāte.
Ozols, R. (2020). Diferenciācija, individualizācija un personalizācija. Rīga: Izglītības kvalitātes valsts dienests. Retrieved from: https://www.ikvd.gov.lv/lv/media/321/download
Patel, D. R., Cabral, M. D., Ho, A., & Merrick, J. (2020). A clinical primer on intellectual disability. Translational pediatrics, 9 (Suppl 1), S23. DOI: https://doi.org/10.21037%2Ftp.2020.02.02
Puranik, C. S., & Lonigan, C. J. (2012). Early writing deficits in preschoolers with oral language difficulties. Journal of Learning Disorders, 45(2), 179-190. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5065101/
Prudņikova, I. (2012). Skolēnu ar vidēji smagiem un smagiem garīgās attīstības traucējumiem praktiskās darbības pieredzes veidošanās speciālajā internātpamatskolā. Monogrāfija. Retrieved from: https://ej.uz/sn2z Skat.12.10.2023.
Rosenblum, S., Weiss, P.L., & Parush, S. (2003). Product and process evaluation of handwriting difficulties. Educational psychology review, 15(1), 41-81. DOI: https://doi.org/10.1023/A:1021371425220
Saddler, B., Ellis-Robinson, T., & Asaro-Saddler, K. (2018). Using Sentence Combining Instruction to Enhance the Writing Skills of Children with Learning Disorders. Learning Disorders: A Contemporary Journal, 16(2), 191-202. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1194557.pdf
Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing writing difficulties: The effects of planning strategy instruction on the writing performance of struggling writers. Exceptionality, 12(1), 3–17. DOI: https://doi.org/10.1207/s15327035ex1201_2
Schott, G. D. (2006). Mirror writing: neurological reflections on an unusual phenomenon. Journal of Neurology, Neurosurgery & Psychiatry. Retrieved from: https://jnnp.bmj.com/content/78/1/5
Skola2030 (n.g.) Bērns mācās rakstīt. Retrieved from: https://skola2030.lv
Thomas, L. J., Gerde, H. K., Piasta, S. B., Logan, J. A., Bailet, L. L., & Zettler-Greeley, C. M. (2020). The early writing skills of children identified as at -risk for literacy difficulties. Early Childhood Research Quarterly, 51, 392-402. DOI: https://doi.org/10.1016/j.ecresq.2020.01.003
Tūbele, S., Lūse, J. (2004). Ja skolēns raksta nepareizi. Rīga: Izdevniecība RaKa.
Tūbele, S. (2006). Jaunāko klašu skolēnu runas un valodas traucējumu noteikšana un korekcijas iespējas. (nepublicēts promocijas darbs pedagoģijas zinātņu doktora zinātniskā grāda iegūšanai nozaru pedagoģijā (speciālajā pedagoģijā)).
Tūbele, S., (2012). Lasīšanas traucējumu un mācīšanās traucējumu mijsakarības Society. Integration. Education. May 25-26.
Vīgante, R., (1999). Bērnu valodas traucējumu diagnosticēšana un valodas attīstības sekmēšana. Promocijas darbs, Latvijas Universitāte, Rīga.
VISC (2021). Speciālās izglītības programmas kodi un to nozīme. Retrieved from: https://www.visc.gov.lv/lv/jaunums/specialas-izglitibas-programmas-kodi-un-nozime
Downloads
Published
Issue
Section
How to Cite
