{"id":607,"date":"2024-04-03T07:59:17","date_gmt":"2024-04-03T07:59:17","guid":{"rendered":"https:\/\/jazykyhravo.umb.sk\/?page_id=607"},"modified":"2024-09-21T15:09:03","modified_gmt":"2024-09-21T15:09:03","slug":"blaho-a-podpora","status":"publish","type":"page","link":"https:\/\/jazykyhravo.umb.sk\/index.php\/blaho-a-podpora\/","title":{"rendered":"blaho a podpora"},"content":{"rendered":"\n<p><strong>Niektor\u00e9 deti potrebuj\u00fa cielen\u00fa \u0161peci\u00e1lnu podporu<\/strong> <\/p>\n\n\n\n<p>U\u010di\u0165 inkluz\u00edvne znamen\u00e1 vn\u00edma\u0165 a&nbsp;reagova\u0165 na nepriazniv\u00e9 \u017eivotn\u00e9 okolnosti det\u00ed a&nbsp;re\u0161pektova\u0165 ich <strong><em><u>\u0161peci\u00e1lne potreby<\/u><\/em><\/strong>, ktor\u00e9 m\u00f4\u017eu vznikn\u00fa\u0165 v&nbsp;oblasti <strong><em><u>komunik\u00e1cie&nbsp; a interakcie<\/u><\/em><\/strong>, <strong><em><u>pozn\u00e1vania a&nbsp;u\u010denia<\/u><\/em><\/strong> \u010di <strong><em><u>soci\u00e1lneho, emocion\u00e1lneho a&nbsp;du\u0161evn\u00e9ho zdravia<\/u><\/em><\/strong>. U\u010di\u0165 inkluz\u00edvne znamen\u00e1 cielene reagova\u0165 aj na <strong><em><u>zmyslov\u00e9 \u010di telesn\u00e9 potreby det\u00ed<\/u><\/em><\/strong>.&nbsp; Pri cielenej \u0161peci\u00e1lnej podpore netreba zab\u00fada\u0165 na potenci\u00e1l informa\u010dno-komunika\u010dn\u00fdch technol\u00f3gi\u00ed.<\/p>\n\n\n\n<p>U\u010di\u0165 inkluz\u00edvne znamen\u00e1 vn\u00edma\u0165 \u0161pecifickos\u0165 vzdel\u00e1vac\u00edch potrieb ka\u017ed\u00e9ho die\u0165a\u0165a (Prelink na princ\u00edp 4). Neznamen\u00e1 to v\u0161ak by\u0165 slep\u00fd k&nbsp;faktu, \u017ee v&nbsp;triedach s\u00fa aj <strong><u>deti s&nbsp;rizikov\u00fdm v\u00fdvinom, <\/u><\/strong>ktor\u00e9 potrebuj\u00fa cielen\u00fa podporu, \u010dasto aj v&nbsp;s\u00fa\u010dinnosti s&nbsp;odborn\u00edkmi (\u0161peci\u00e1lny pedag\u00f3g, logop\u00e9d, psychol\u00f3g&#8230;..). &nbsp;<\/p>\n\n\n\n<p>U\u010di\u0165 inkluz\u00edvne znamen\u00e1 vn\u00edma\u0165 \u0161pecifickos\u0165 vzdel\u00e1vac\u00edch potrieb ka\u017ed\u00e9ho die\u0165a\u0165a (Prelink na princ\u00edp 4). Neznamen\u00e1 to v\u0161ak by\u0165 slep\u00fd k&nbsp;faktu, \u017ee v&nbsp;triedach s\u00fa aj <strong><u>deti s&nbsp;rizikov\u00fdm v\u00fdvinom, <\/u><\/strong>ktor\u00e9 potrebuj\u00fa cielen\u00fa podporu, \u010dasto aj v&nbsp;s\u00fa\u010dinnosti s&nbsp;odborn\u00edkmi (\u0161peci\u00e1lny pedag\u00f3g, logop\u00e9d, psychol\u00f3g&#8230;..). &nbsp;<\/p>\n\n\n\n<p>Die\u0165a s rizikov\u00fdm v\u00fdvinom je die\u0165a, na v\u00fdvin ktor\u00e9ho p\u00f4sobia nepriazniv\u00e9 okolnosti. Tieto okolnosti m\u00f4\u017eu by\u0165 rozmanit\u00e9 (\u0160P\u00da, 2021) \u2013 prepoji\u0165 s&nbsp;on-line dokumentom (https:\/\/www.statpedu.sk\/files\/sk\/svp\/zavadzanie-isvp-ms-zs-gym\/materska-skola\/spu-dieta-rizikovym-vyvinom-web-final.pdf):<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>rizikov\u00e9 faktory na strane die\u0165a\u0165a: n\u00edzka p\u00f4rodn\u00e1 hmotnos\u0165, chronick\u00e9 ochorenia alebo zdravotn\u00e9 postihnutie.<\/li>\n\n\n\n<li>rizikov\u00e9 faktory na strane rodiny: nefunk\u010dn\u00e9 rodinn\u00e9 vz\u0165ahy, krimin\u00e1lne alebo patologick\u00e9 spr\u00e1vanie rodi\u010dov, ale aj dlhotrvaj\u00face v\u00e1\u017ene partnersk\u00e9 konflikty, rodinn\u00e1 atmosf\u00e9ra<\/li>\n<\/ul>\n\n\n\n<p>nestability, nedostatok bezpe\u010dia a l\u00e1sky, nepripravenos\u0165 rodi\u010dov na rodi\u010dovsk\u00fa rolu, existen\u010dn\u00e9 starosti.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>rizikov\u00e9 faktory \u0161ir\u0161ieho soci\u00e1lneho prostredia: chudoba a nezamestnanos\u0165 a s&nbsp;t\u00fdm spojen\u00e1 soci\u00e1lna a kult\u00farna vyl\u00fa\u010denos\u0165 \u013eud\u00ed i cel\u00fdch komun\u00edt<\/li>\n<\/ul>\n\n\n\n<p>Pri nastavovan\u00ed podpory je potrebn\u00e9 ma\u0165 na pam\u00e4ti, \u017ee rizikov\u00e9 faktory funguj\u00fa naj\u010dastej\u0161ie vo vz\u00e1jomn\u00fdch vz\u0165ahoch. Rizikov\u00fd v\u00fdvin je \u010dasto sp\u00f4soben\u00fd ich kombin\u00e1ciou a&nbsp;preto ka\u017ed\u00e9 die\u0165a bude potrebova\u0165 \u0161pecifick\u00fa cielen\u00fa podporu.<\/p>\n\n\n\n<p>Podpora v&nbsp;oblasti komunik\u00e1cie a&nbsp;interakcie sa t\u00fdka skupiny det\u00ed s re\u010dov\u00fdmi, jazykov\u00fdmi a komunika\u010dn\u00fdmi potrebami. Ide o r\u00f4zne \u0165a\u017ekosti v&nbsp;oblasti komunik\u00e1cie. Niektor\u00e9 deti m\u00f4\u017eu ma\u0165 probl\u00e9my s&nbsp;vyjadrovan\u00edm, in\u00e9 s&nbsp;porozumen\u00edm re\u010di \u010di osvojen\u00edm si a&nbsp;ch\u00e1pan\u00edm pravidiel komunik\u00e1cie. M\u00f4\u017eu ma\u0165 \u0165a\u017ekosti s jedn\u00fdm, niektor\u00fdmi alebo v\u0161etk\u00fdmi aspektmi re\u010di, jazyka alebo soci\u00e1lnej komunik\u00e1cie v r\u00f4znych obdobiach svojho \u017eivota. Tieto deti potrebuj\u00fa <strong><u>\u0161peci\u00e1lnu intervenciu,<\/u><\/strong> ktor\u00e1 nem\u00e1 ma\u0165 podobu univerz\u00e1lneho postupu.<\/p>\n\n\n\n<p>\u0160peci\u00e1lna intervencia v&nbsp;oblasti komunik\u00e1cie a&nbsp;interakcie spo\u010d\u00edva v&nbsp;d\u00f4slednom zva\u017eovan\u00ed <strong><u>zaradenia \u017eiaka do skupiny,<\/u><\/strong> ako aj v&nbsp;<strong><u>dodr\u017eiavan\u00ed princ\u00edpu \u00faspornosti a&nbsp;n\u00e1zornosti. <\/u><\/strong>D\u00f4le\u017eit\u00e9 je tie\u017e dba\u0165 na<strong><u> pride\u013eovanie slova v&nbsp;triede <\/u><\/strong>a&nbsp;<strong><u>poskytovanie dostato\u010dn\u00e9ho \u010dasu na vyjadrenie.<\/u><\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td><\/td><td colspan=\"4\"><\/td><td rowspan=\"4\">V&nbsp;pr\u00edpade det\u00ed, ktor\u00e9 maj\u00fa \u0165a\u017ekosti v oblasti komunik\u00e1cie a&nbsp;interakcie sa nem\u00f4\u017eeme spolieha\u0165 na to, \u017ee sa bud\u00fa sami uch\u00e1dza\u0165 o&nbsp;slovo. Ot\u00e1zka rovnosti v&nbsp;pride\u013eovan\u00ed priestoru na vyjadrovanie na hodin\u00e1ch cudzieho jazyka je k\u013e\u00fa\u010dov\u00e1. Predpokladom uplatnenia inkluz\u00edvneho pr\u00edstupu je vytvorenie rovnak\u00fdch pr\u00edle\u017eitost\u00ed na precvi\u010dovanie.<\/td><td><\/td><td rowspan=\"5\">Ak sme die\u0165a vyzvali na odpove\u010f a&nbsp;vytvorili sme mu priestor, mali by sme by\u0165 trpezliv\u00ed a&nbsp;dopria\u0165 mu \u010das na odpove\u010f. \u010casov\u00fd priestor pre odpove\u010f mus\u00ed vych\u00e1dza\u0165 z&nbsp;mo\u017enost\u00ed konkr\u00e9tneho die\u0165a\u0165a, pri\u010dom aj pr\u00edli\u0161 dlh\u00e9 vy\u010dk\u00e1vanie nesie so sebou ur\u010dit\u00e9 rizik\u00e1. Pod\u013ea odborn\u00edkov ide o&nbsp;proinkluz\u00edvnu strat\u00e9giu, a&nbsp;to napriek obave u\u010dite\u013eov, \u017ee vytv\u00e1ran\u00edm v\u00e4\u010d\u0161ieho \u010dasu na vyjadrenie, zbyto\u010dne upozor\u0148uj\u00fa na \u0165a\u017ekosti \u017eiaka. Ak sa toho aj vy ob\u00e1vate, rozpr\u00e1vajte sa s&nbsp;de\u0165mi a&nbsp;zd\u00f4raz\u0148ujte, \u017ee dlh\u0161ie prem\u00fd\u0161\u013eanie nad odpove\u010fou nie je nevyhnutne prejavom ment\u00e1lnej nedostato\u010dnosti, ale prejavom hlb\u0161ej reflexie \u010di prem\u00fd\u0161\u013eania nad odpove\u010fou.<\/td><\/tr><tr><td><\/td><td colspan=\"2\"><\/td><td rowspan=\"5\">Pod\u013ea typu a&nbsp;z\u00e1va\u017enosti \u0165a\u017ekost\u00ed v&nbsp;u\u010den\u00ed je potrebn\u00e9 zv\u00e1\u017ei\u0165 \u0161\u00edrku pou\u017e\u00edvanej slovnej z\u00e1soby cie\u013eov\u00e9ho jazyka, vytv\u00e1ra\u0165 dostatok pr\u00edle\u017eitost\u00ed na opakovanie rutinn\u00fdch fr\u00e1z, \u010di u\u017e v&nbsp;r\u00e1mci po\u010d\u00favania alebo hovorenia. Je tie\u017e d\u00f4le\u017eit\u00e9, aby sme v&nbsp;\u010do najv\u00e4\u010d\u0161ej miere p\u00f4sobili na viacer\u00e9 zmysly a&nbsp;hovoren\u00e9 slovo sp\u00e1jali so zrakov\u00fdmi, pr\u00edpadne hmatov\u00fdmi \u010di \u010duchov\u00fdmi podnetmi. V&nbsp;individu\u00e1lnych pr\u00edpadoch je potrebn\u00e9 zre\u00e1lni\u0165 o\u010dak\u00e1vania v\u00fdkonu die\u0165a\u0165a a uva\u017eova\u0165 nielen o&nbsp;pr\u00edle\u017eitostiach, ale aj obmedzeniach v&nbsp;r\u00e1mci interakcie, najm\u00e4 vo vz\u0165ahu k&nbsp;p\u00edsomnej komunik\u00e1cii.<\/td><\/tr><tr><td><\/td><td>\u0160peci\u00e1lna intervencia v&nbsp;oblasti komunik\u00e1cie a&nbsp;interakcie spo\u010d\u00edva v&nbsp;d\u00f4slednom zva\u017eovan\u00ed zaradenia die\u0165a\u0165a do skupiny. Je d\u00f4le\u017eit\u00e9, aby skupinov\u00e1 pr\u00e1ca vytv\u00e1rala priestor pre podporu a rovesn\u00edcke u\u010denie. Mali by sme v\u017edy prem\u00fd\u0161\u013ea\u0165 nad t\u00fdm, ktor\u00e9 deti dok\u00e1\u017eu pri rie\u0161en\u00ed \u00faloh vytvori\u0165 svojmu spolu\u017eiakovi s&nbsp;t\u00fdmito \u0165a\u017ekos\u0165ami bezpe\u010dn\u00e9 prostredie a poskytn\u00fa\u0165 mu primeran\u00fa pomoc.<\/td><\/tr><tr><td><\/td><\/tr><tr><td><\/td><\/tr><tr><td><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p>V&nbsp;pr\u00edpade tejto skupiny det\u00ed predpoklad\u00e1 inkluz\u00edvny pr\u00edstup <strong><u>posilnenie komunika\u010dnej funkcie jazyka<\/u><\/strong> a <strong><u>obmedzenie analyticko-syntetick\u00e9ho pr\u00edstupu<\/u>.<\/strong>Vyu\u017e\u00edvajte tzv.<strong><u>zjednodu\u0161en\u00fd jazyk<\/u><\/strong> a&nbsp;\u010do najviac <strong><u>multisenzorick\u00fdch met\u00f3d a&nbsp;techn\u00edk<\/u><em>. <\/em><\/strong>Pre niektor\u00e9 deti s&nbsp;\u0165a\u017ekos\u0165ami v&nbsp;pozn\u00e1van\u00ed a u\u010den\u00ed sa m\u00f4\u017ee by\u0165 efekt\u00edvne <strong><u>zap\u00e1janie pohybu.<\/u><\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td><\/td><td rowspan=\"3\">D\u00f4le\u017eitou proinkluz\u00edvnou strat\u00e9giou je obmedzenie analyticko-syntetick\u00e9ho pr\u00edstupu, a to najm\u00e4 v&nbsp;po\u010diato\u010dn\u00fdch f\u00e1zach v\u00fdu\u010dby. Odpor\u00fa\u010da sa \u00eds\u0165 sk\u00f4r cestou glob\u00e1lneho vn\u00edmania, nerozklada\u0165 niektor\u00e9 fr\u00e1zy na komponenty (napr. <em>I\u00b4ve got<\/em> alebo <em>Can I&nbsp;get a<\/em>&#8230;), ale vies\u0165 \u017eiakov k&nbsp;ich porozumeniu v&nbsp;komunika\u010dn\u00fdch situ\u00e1ci\u00e1ch.<\/td><\/tr><tr><td><\/td><td><\/td><td rowspan=\"3\">Zjednodu\u0161en\u00fd jazyk umo\u017e\u0148uje vy\u0161\u0161iu mieru porozumenia cudzieho jazyka a&nbsp;posil\u0148uje odvahu rozpr\u00e1va\u0165. Je zalo\u017een\u00fd na z\u00e1mernom pou\u017e\u00edvan\u00ed jednoduch\u00fdch slov, kr\u00e1tkych viet a jasnej \u0161trukt\u00fare. Vyh\u00fdbajte sa lexik\u00e1lnym variantom (napr. synonym\u00e1m), ako aj zlo\u017eit\u00fdm gramatick\u00fdm \u0161trukt\u00faram, ktor\u00e9 sa v&nbsp;jazyku vyskytuj\u00fa ojedinele a&nbsp;daj\u00fa sa nahradi\u0165 funk\u010dn\u00fdmi rovnocenn\u00fdmi, a&nbsp;z\u00e1rove\u0148 menej zlo\u017eit\u00fdmi alternat\u00edvami.<\/td><td><\/td><td rowspan=\"4\">Vyu\u017e\u00edvajte viacer\u00e9 percep\u010dn\u00e9 kan\u00e1ly \u017eiakov. Vyu\u017e\u00edvajte hudbu, podporte sluchov\u00e9 vn\u00edmanie prostredn\u00edctvom farebn\u00e9ho k\u00f3dovania, obr\u00e1zkov, re\u00e1lnych predmetov, vytv\u00e1rajte mo\u017enosti zapojenia hmatov\u00fdch i&nbsp;\u010duchov\u00fdch vnemov. Ke\u010f rozpr\u00e1vate zv\u00fdraz\u0148ujte gest\u00e1, mimiku. Rozhoduj\u00facu rolu zohr\u00e1va tie\u017e d\u00f4raz, inton\u00e1cia \u010di tempo re\u010di, ktor\u00e9 treba prisp\u00f4sobi\u0165 potreb\u00e1m t\u00fdchto det\u00ed (v\u017edy vych\u00e1dzaj\u00fac z ich individu\u00e1lnych potrieb.<\/td><td><\/td><td>Pre niektor\u00e9 deti s&nbsp;\u0165a\u017ekos\u0165ami v&nbsp;pozn\u00e1van\u00ed a u\u010den\u00ed sa m\u00f4\u017ee by\u0165 efekt\u00edvne <em>zap\u00e1janie pohybu. <\/em>Najm\u00e4 v&nbsp;pr\u00edpade mlad\u0161\u00edch det\u00ed sa osved\u010dila met\u00f3da TPR &#8211; <em>Total Physical Response<\/em> (<strong>met\u00f3da celkovej fyzickej odpovede<\/strong><\/td><\/tr><tr><td><\/td><\/tr><tr><td><\/td><\/tr><tr><td><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p>\u0160pecifick\u00fd pr\u00edstup s\u00favis\u00ed s&nbsp;tvorbou bezpe\u010dn\u00e9ho prostredia a&nbsp;pozit\u00edvnej kl\u00edmy, ktor\u00e1 stoj\u00ed na troch pilieroch: <strong><u>d\u00f4vere, otvorenosti a&nbsp;ohrani\u010denosti<\/u><\/strong>. V&nbsp;z\u00e1vislosti od charakteru \u0165a\u017ekost\u00ed je potrebn\u00e9 zva\u017eova\u0165 aj <strong><u>\u00fapravu prostredia triedy<\/u><\/strong> \u010di <strong><u>korigovanie komunik\u00e1cie<\/u><\/strong>.<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td><\/td><td colspan=\"4\"><\/td><td rowspan=\"3\">Komunik\u00e1cia medzi dospel\u00fdm a&nbsp;die\u0165a\u0165om by mala by\u0165 partnersk\u00e1, a&nbsp;z\u00e1rove\u0148 podnecuj\u00faca, zalo\u017een\u00e1 na otvoren\u00fdch ot\u00e1zkach cez ktor\u00e9 podnecujeme die\u0165a k&nbsp;v\u00fdpovedi o&nbsp;tom ako sa c\u00edti, \u010do pre\u017e\u00edva, \u010do sa nau\u010dilo, \u010do mu vyhovuje,&nbsp;nevyhovuje a&nbsp;pod. V&nbsp;individu\u00e1lnych pr\u00edpadoch treba zva\u017eova\u0165 aj primeranos\u0165 neverb\u00e1lnej komunik\u00e1cie a&nbsp;\u0161\u00edrku slovnej z\u00e1soby, najm\u00e4 ak sa prihov\u00e1rame die\u0165a\u0165u v&nbsp;cudzom jazyku. Diskusia v&nbsp;triede \u010di v&nbsp;skupin\u00e1ch by mala by\u0165 riaden\u00e1 tak, aby boli v\u0161etk\u00fdm jasn\u00e9 jej pravidl\u00e1, ktor\u00e9 vych\u00e1dzaj\u00fa z&nbsp;potrieb die\u0165a\u0165a, ktor\u00e9 m\u00e1 \u0165a\u017ekosti v oblasti soci\u00e1lneho, emocion\u00e1lneho a&nbsp;du\u0161evn\u00e9ho zdravia.<\/td><\/tr><tr><td><\/td><td colspan=\"2\"><\/td><td rowspan=\"2\">Ka\u017ed\u00e9 die\u0165a je jedine\u010dn\u00e9 a&nbsp;potrebuje \u0161pecifick\u00e9 podmienky. Odpove\u010f na to, ako upravi\u0165 prostredie triedy by mal u\u010dite\u013e h\u013eada\u0165 spolu s odborn\u00edkmi a&nbsp;rodi\u010dmi. T\u00e1to spolupr\u00e1ca m\u00e1 prinies\u0165 odpovede na ot\u00e1zky, ak\u00e9 zvukov\u00e9 \u010di sluchov\u00e9 podnety m\u00f4\u017eu prispieva\u0165 k&nbsp;nepohode die\u0165a\u0165a a&nbsp;ktor\u00e9 naopak p\u00f4sobia sk\u00f4r upokojuj\u00faco. Pre niekoho m\u00f4\u017ee by\u0165 ru\u0161iv\u00e9 mno\u017estvo podnetov a&nbsp;stimulov a&nbsp;potrebuje ma\u0165 v&nbsp;triede (alebo v&nbsp;jej bl\u00edzkosti) z\u00f3nu, v&nbsp;ktorej sa m\u00f4\u017ee upokoji\u0165, zrelaxova\u0165 a&nbsp;z\u00edska\u0165 nasp\u00e4\u0165 sebakontrolu. Tieto z\u00f3ny v\u0161ak nem\u00f4\u017eu by\u0165 prezentovan\u00e9 ako \u201etrestn\u00e1 lavica\u201c, na ktor\u00fa je die\u0165a posaden\u00e9 kv\u00f4li tzv. neposlu\u0161nosti \u010di nezvl\u00e1date\u013enosti.&nbsp;<\/td><\/tr><tr><td><\/td><td rowspan=\"2\">Deti s&nbsp;t\u00fdmito \u0165a\u017ekos\u0165ami potrebuj\u00fa c\u00edti\u0165, \u017ee ich okolie vn\u00edma pozit\u00edvne a&nbsp;d\u00f4veruje ich schopnosti zvl\u00e1dnu\u0165 aj pre ne zlo\u017eit\u00e9 situ\u00e1cie. Pri hodnoten\u00ed ich spr\u00e1vania vyu\u017e\u00edvajte v&nbsp;\u010do najv\u00e4\u010d\u0161ej miere&nbsp; popisn\u00fd jazyk. Die\u0165a nepotrebuje po\u010du\u0165 ak\u00e9 je (vynies\u0165 nad n\u00edm s\u00fad), ale zrozumite\u013en\u00fa inform\u00e1ciu o&nbsp;tom, ak\u00fd prejav jeho spr\u00e1vania bol pre okolie prijate\u013en\u00fd, neprijate\u013en\u00fd a&nbsp;pre\u010do. Opisujte aj situ\u00e1cie, ktor\u00e9 zvl\u00e1dlo napriek \u0165a\u017ekostiam, \u010d\u00edm posiln\u00edte pozit\u00edvne prejavy v&nbsp;spr\u00e1van\u00ed. Ve\u013emi d\u00f4le\u017eit\u00fdm znakom pozit\u00edvnej soci\u00e1lnej kl\u00edmy je otvorenos\u0165 vo\u010di em\u00f3ci\u00e1m. Inkluz\u00edvna trieda je trieda, v&nbsp;ktorej sa venuje pozornos\u0165 pre\u017e\u00edvaniu det\u00ed, v&nbsp;ktorej sa o&nbsp;em\u00f3ci\u00e1ch ve\u013ea rozpr\u00e1va, v&nbsp;ktorej sa deti u\u010dia ich rozpozn\u00e1va\u0165, pomenov\u00e1va\u0165 i&nbsp;zvl\u00e1da\u0165. V&nbsp;takejto triede z\u00edskava die\u0165a ve\u013ea cenn\u00fdch inform\u00e1ci\u00ed, ktor\u00e9 podporuj\u00fa jeho sebaregul\u00e1ciu. V&nbsp;neposlednom rade je k\u013e\u00fa\u010dov\u00e9, aby boli v triede zaveden\u00e9 zmyslupln\u00e9 a \u010ditate\u013en\u00e9 pravidl\u00e1 spolu\u017eitia.<\/td><\/tr><tr><td><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td><\/td><td rowspan=\"3\">\u00dapravou vecn\u00e9ho prostredia sa m\u00e1 zabezpe\u010di\u0165 slobodn\u00fd pohyb die\u0165a\u0165a v&nbsp;priestore. M\u00f4\u017ee \u00eds\u0165 o&nbsp;fyzick\u00fa debarieriz\u00e1ciu, ktor\u00e1 umo\u017en\u00ed ka\u017ed\u00e9mu \u017eiakovi s&nbsp;telesn\u00fdm postihnut\u00edm doln\u00fdch kon\u010dat\u00edn z\u00fa\u010dast\u0148ova\u0165 sa nielen \u0161kolsk\u00fdch, ale aj mimo\u0161kolsk\u00fdch aktiv\u00edt. Informa\u010dno-komunika\u010dn\u00e1 pr\u00edstupnos\u0165 je k\u013e\u00fa\u010dov\u00e1 pre deti so zmyslov\u00fdm postihnut\u00edm, ale aj pre \u017eiakov s&nbsp;telesn\u00fdm postihnut\u00edm horn\u00fdch kon\u010dat\u00edn. V&nbsp;tomto pr\u00edpade podpora spo\u010d\u00edva v&nbsp;odstr\u00e1nen\u00ed ak\u00fdchko\u013evek bari\u00e9r pr\u00edstupu k&nbsp;inform\u00e1ci\u00e1m, ktor\u00e9 s\u00fa obsahom u\u010debn\u00fdch materi\u00e1lov v&nbsp;ich tla\u010denej \u010di digitalizovanej podobe. Diskutujte s&nbsp;odborn\u00edkmi o&nbsp;podpore v&nbsp;podobe na mieru \u0161it\u00fdch kompenza\u010dn\u00fdch pom\u00f4cok.<\/td><td colspan=\"3\"><\/td><td rowspan=\"4\">\u00daprava u\u010debn\u00e9ho prostredia s\u00favis\u00ed s&nbsp;konkr\u00e9tnymi po\u017eiadavkami kompenza\u010dnej podpory, ktor\u00e1 je \u0161it\u00e1 na mieru konktr\u00e9tneho die\u0165a\u0165a a&nbsp;typu jeho postihnutia. V&nbsp;pr\u00e1ci s&nbsp; de\u0165mi s&nbsp;poruchami zrakov\u00e9ho vn\u00edmania s\u00fa napr\u00edklad \u00fa\u010dinn\u00e9 mnemotechnick\u00e9 pom\u00f4cky a organiz\u00e9ry, zameran\u00e9 napr\u00edklad na farebn\u00e9 k\u00f3dovanie hl\u00e1skov\u00e9ho syst\u00e9mu. Ich vyu\u017e\u00edvanie u\u013eah\u010duje proces u\u010denia sa cudzieho jazyka nielen det\u00ed s&nbsp;poruchami zraku, ale pom\u00e1ha zlep\u0161ova\u0165 fonologick\u00e9 spracovanie aj u&nbsp;ostatn\u00fdch det\u00ed.&nbsp; Mnoh\u00fdch de\u0165om z&nbsp;tejto skupiny u\u013eah\u010duj\u00fa proces u\u010denia sa cudzieho jazyka multisenzorick\u00e9 met\u00f3dy a&nbsp;techniky (prelink na \u010derven\u00e9)<\/td><\/tr><tr><td><\/td><td><\/td><td>\u00daprava soci\u00e1lneho prostredia sa t\u00fdka pr\u00edtomnosti \u013eud\u00ed, ktor\u00ed dok\u00e1\u017eu poskytn\u00fa\u0165 odborn\u00fa pomoc. K\u013e\u00fa\u010dov\u00e1 je pr\u00edtomnos\u0165 \u0161kolsk\u00e9ho podporn\u00e9ho t\u00edmu, ktor\u00fd v&nbsp;komunik\u00e1cii s&nbsp;rodi\u010dmi, pr\u00edpadne odborn\u00edkmi z&nbsp;extern\u00e9ho prostredia (poradensk\u00e9, zdravotn\u00e9 zariadenia a&nbsp;pod.) ur\u010d\u00ed, ak\u00e9 kompenza\u010dn\u00e9 pom\u00f4cky a&nbsp;n\u00e1stroje pom\u00f4\u017eu odb\u00fara\u0165 prek\u00e1\u017eky v&nbsp;u\u010den\u00ed konkr\u00e9tneho \u017eiaka. V&nbsp;individu\u00e1lnych pr\u00edpadoch je nevyhnutn\u00e1 pr\u00edtomnos\u0165 osobn\u00e9ho asistenta \u017eiaka, ktor\u00fd ho sprev\u00e1dza po\u010das vyu\u010dovania i&nbsp;mimo neho.<\/td><\/tr><tr><td><\/td><\/tr><tr><td><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p><strong>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; fyzick\u00fd pr\u00edstup&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;kognit\u00edvny pr\u00edstup&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; odborn\u00fd pr\u00edstup<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td><\/td><td colspan=\"4\"><\/td><td rowspan=\"3\">Znamen\u00e1 u\u013eah\u010denie u\u010denia vo vz\u0165ahu ku konkr\u00e9tnym&nbsp;\u0161pecifick\u00fdm potreb\u00e1m deti, s&nbsp;konkr\u00e9tnym typom postihnutia. Ak m\u00e1 napr\u00edklad die\u0165a probl\u00e9my s&nbsp;p\u00edsan\u00edm a&nbsp;motorikou, ur\u010dite viac uv\u00edta mo\u017enos\u0165 pres\u00fava\u0165 slov\u00e1 vo vete dotykom na interakt\u00edvnej tabuli, \u010di voli\u0165 poradie kliknut\u00edm my\u0161i.<br>&nbsp;<\/td><\/tr><tr><td><\/td><td colspan=\"2\"><\/td><td rowspan=\"3\">Ide o&nbsp;vyu\u017e\u00edvanie r\u00f4znych programov, ktor\u00e9 pom\u00e1haj\u00fa de\u0165om porozumie\u0165 u\u010divu a&nbsp;efekt\u00edvnej\u0161ie si osvoji\u0165 poznatky a&nbsp;zru\u010dnosti. Potenci\u00e1l IKT &nbsp;spo\u010d\u00edva najm\u00e4 v&nbsp;oblasti podpory n\u00e1zornosti. V\u010faka modern\u00fdm technol\u00f3gi\u00e1m m\u00f4\u017eeme vyu\u017e\u00edva\u0165 animovan\u00e9 \u010di statick\u00e9 ilustr\u00e1cie, podpori\u0165 zru\u010dnosti organiz\u00e1cie a&nbsp;kategoriz\u00e1cie my\u0161lienkov\u00fdch procesov. Za \u00fa\u010delom tvorby vizu\u00e1lnych my\u0161lienkov\u00fdch m\u00e1p m\u00f4\u017ee vyu\u017e\u00edva\u0165 r\u00f4zne softv\u00e9rov\u00e9 aplik\u00e1cie ako napr. Kidspiration, Inspiration at\u010f.<\/td><\/tr><tr><td><\/td><td rowspan=\"3\">M\u00f4\u017ee \u00eds\u0165 napr\u00edklad o&nbsp;softv\u00e9ry prevodu textu do hovoren\u00e9ho slova, softv\u00e9ry, ktor\u00e9 podporuj\u00fa koordin\u00e1ciu a&nbsp;motoriku pri p\u00edsan\u00ed \u010di tak\u00e9, ktor\u00e9 zv\u00e4\u010d\u0161uj\u00fa text a&nbsp;podporuj\u00fa tak schopnos\u0165 \u017eiakov so zrakov\u00fdm oslaben\u00edm \u010d\u00edta\u0165. Pri zlep\u0161ovan\u00ed fyzick\u00e9ho pr\u00edstupu je mo\u017en\u00e9 vyu\u017e\u00edva\u0165 r\u00f4zne asisten\u010dn\u00e9 funkcie po\u010d\u00edta\u010dov, tabletoch, Iphonov, Ipadov a&nbsp;r\u00f4zne aplik\u00e1cie, ktor\u00e9 umo\u017e\u0148uj\u00fa napr\u00edklad prevod textu do hovorenej re\u010di \u010di pripojenie na\u010d\u00favacieho pr\u00edstroja prostredn\u00edctvom rozhrania Bluetooth. Pri ich v\u00fdbere je potrebn\u00e1 konzult\u00e1cia s&nbsp;odborn\u00edkmi, ktor\u00ed maj\u00fa die\u0165a v&nbsp;starostlivosti a&nbsp;vedia pos\u00fadi\u0165, \u010do die\u0165a\u0165u s&nbsp;konkr\u00e9tnym typom postihnutia m\u00f4\u017ee cestu u\u010denia u\u013eah\u010di\u0165. D\u00f4le\u017eit\u00fdm zdrojom inform\u00e1ci\u00ed s\u00fa najm\u00e4 rodi\u010dia die\u0165a\u0165a.<\/td><\/tr><tr><td><\/td><\/tr><tr><td><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p>K. Van\u010d\u00edkov\u00e1. 2024.\u00a0<em>Inkluz\u00edvny pr\u00edstup k u\u010deniu cudz\u00edch jazykov<\/em>. DOI:\u00a0<a href=\"https:\/\/doi.org\/10.24040\/2024.9788055721286\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.24040\/2024.9788055721286<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Niektor\u00e9 deti potrebuj\u00fa cielen\u00fa \u0161peci\u00e1lnu podporu U\u010di\u0165 inkluz\u00edvne znamen\u00e1 vn\u00edma\u0165 a&nbsp;reagova\u0165 na nepriazniv\u00e9 \u017eivotn\u00e9 okolnosti det\u00ed a&nbsp;re\u0161pektova\u0165 ich \u0161peci\u00e1lne potreby, ktor\u00e9 m\u00f4\u017eu vznikn\u00fa\u0165 v&nbsp;oblasti komunik\u00e1cie&nbsp; a interakcie, pozn\u00e1vania a&nbsp;u\u010denia \u010di soci\u00e1lneho, emocion\u00e1lneho a&nbsp;du\u0161evn\u00e9ho zdravia. U\u010di\u0165 inkluz\u00edvne znamen\u00e1 cielene reagova\u0165 aj na zmyslov\u00e9 \u010di telesn\u00e9 potreby det\u00ed.&nbsp; Pri cielenej \u0161peci\u00e1lnej podpore netreba zab\u00fada\u0165 na potenci\u00e1l informa\u010dno-komunika\u010dn\u00fdch&hellip;&nbsp;<a href=\"https:\/\/jazykyhravo.umb.sk\/index.php\/blaho-a-podpora\/\" class=\"\" rel=\"bookmark\">\u010c\u00edta\u0165 viac &raquo;<span class=\"screen-reader-text\">blaho a podpora<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":0,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","footnotes":""},"class_list":["post-607","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages\/607","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/comments?post=607"}],"version-history":[{"count":8,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages\/607\/revisions"}],"predecessor-version":[{"id":820,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages\/607\/revisions\/820"}],"wp:attachment":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/media?parent=607"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}