{"id":6686,"date":"2021-02-23T11:14:14","date_gmt":"2021-02-23T10:14:14","guid":{"rendered":"https:\/\/steamerproject.eu\/grain\/4-19\/"},"modified":"2021-03-11T15:45:56","modified_gmt":"2021-03-11T14:45:56","slug":"4-19","status":"publish","type":"grain","link":"https:\/\/steamerproject.eu\/lv\/nodarb\u012bba\/4-19\/","title":{"rendered":"M\u012bklu piel\u0101go\u0161ana iek\u013caujo\u0161ai izgl\u012bt\u012bbai – 4. Noda\u013ca 19. Nodarb\u012bba"},"content":{"rendered":"\n

Definition of inclusion and of the different Dys<\/strong><\/h2>\n\n

Iek\u013cau\u0161ana ir process, kas visiem bez iz\u0146\u0113muma nodro\u0161ina piek\u013cuvi materi\u0101liem un pieredzei, \u0161aj\u0101 gad\u012bjum\u0101 pedago\u0123iskajiem materi\u0101liem. \u0160eit m\u0113s galvenok\u0101rt piev\u0113rs\u012bsimies konkr\u0113tiem m\u0101c\u012b\u0161an\u0101s trauc\u0113jumiem (MT), ar kuriem skolot\u0101ji var saskarties sav\u0101 klas\u0113, un tam, k\u0101 padar\u012bt visus vi\u0146u materi\u0101lus iek\u013caujo\u0161us.<\/p>\n\n

K\u0101 m\u0113s redz\u0113j\u0101m Pedago\u0123iskaj\u0101 rokasgr\u0101mat\u0101, past\u0101v da\u017e\u0101di m\u0101c\u012b\u0161an\u0101s trauc\u0113jumu veidi. Tie visi izriet no neirobiolo\u0123iska c\u0113lo\u0146a<\/strong>, kas ietekm\u0113 to, k\u0101 smadzenes apstr\u0101d\u0101 inform\u0101ciju<\/strong>, un var trauc\u0113t kognit\u012bvai m\u0101c\u012b\u0161an\u0101s sp\u0113ju att\u012bst\u012bbai<\/strong>, piem\u0113ram, las\u012b\u0161anai, rakst\u012b\u0161anai, run\u0101\u0161anai, matem\u0101tikas uzdevumu veik\u0161anai vai motorisko uzdevumu pl\u0101no\u0161anai un koordin\u0113\u0161anai. Bie\u017ei vien tie p\u0101rkl\u0101jas viens ar otru, ko sauc par kop\u0113ju par\u0101d\u012b\u0161anos.<\/p>\n\n

Pareiz\u0101k sakot, cilv\u0113ka ar specifisku m\u0101c\u012bbu trauc\u0113jumu smadzenes darbojas at\u0161\u0137ir\u012bgi, kad runa ir par inform\u0101cijas sa\u0146em\u0161anu, integr\u0113\u0161anu, saglab\u0101\u0161anu un izteik\u0161anu, k\u0101 rezult\u0101t\u0101 var rasties gr\u016bt\u012bbas apstr\u0101d\u0101t noteiktu inform\u0101ciju vai stimulus.<\/p>\n\n

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Upklyak. (2020).\u00a0Kid got stress doing homework or prepare for exam Free Vector<\/em>. www.freepik.com.\u00a0https:\/\/www.freepik.com\/free-vector\/kid-got-stress-doing-homework-prepare-exam_7588724.htm#page=1&query=student%20stress&position=15<\/figcaption><\/figure><\/div>\n\n

Da\u017e\u0101di DYS<\/strong><\/h2>\n\n

Disleksija<\/strong><\/h3>\n\n

\u0160is ir visizplat\u012bt\u0101kais specifiskais m\u0101c\u012b\u0161an\u0101s trauc\u0113jums, un tas izpau\u017eas k\u0101 gr\u016bt\u012bbas las\u012b\u0161an\u0101 un valodas apstr\u0101des prasm\u0113s. Smadzen\u0113m ir nepiecie\u0161ams ilg\u0101ks laiks nek\u0101 parasti, lai identific\u0113tu un savienotu burtus un v\u0101rdus ar cita veida zin\u0101\u0161an\u0101m.<\/p>\n\n

Tas var ietekm\u0113t las\u012b\u0161anas pl\u016bdumu, dekod\u0113\u0161anu, las\u012b\u0161anas izpratni, iegaum\u0113\u0161anu, rakst\u012b\u0161anu, pareizrakst\u012bbu un da\u017ereiz runu.<\/p>\n\n

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Geralt. (n.d.). www.pixabay.com. https:\/\/pixabay.com\/fr\/photos\/%C3%A9cole-apprendre-lettres-%C3%A9tudiants-3704033\/<\/figcaption><\/figure>\n

Disgr\u0101fija<\/strong><\/h3>\n\n
\"\"
EPhotographyAustralia. (n.d.). www.pixabay.com.\u00a0https:\/\/pixabay.com\/fr\/photos\/%C3%A9crit-enfants-apprentissage-l-%C3%A9cole-3587908\/<\/figcaption><\/figure>\n

Tas parasti ietekm\u0113 personas rokraksta sp\u0113jas un smalko motoriku.<\/p>\n\n

Tas var rad\u012bt gr\u016bt\u012bbas ar pareizrakst\u012bbu, telpisko pl\u0101no\u0161anu uz pap\u012bra, teikumu sec\u012bbu sec\u012bb\u0101 v\u0101rdos, rakst\u012b\u0161anu vai dom\u0101t un rakst\u012bt vienlaikus, un tas var par\u0101d\u012bties ar\u012b burtu p\u0101rkl\u0101\u0161an\u0101s, v\u0101rdu p\u0101rkl\u0101\u0161an\u0101s un pretrun\u012bgas atstarpes starp\u0101.<\/p>\n\n

\"\"
Jackmac34. (n.d.). www.pixabay.com. https:\/\/pixabay.com\/fr\/photos\/math%C3%A9matiques-%C3%A9colier-calcul-%C3%A9cole-2640219\/<\/figcaption><\/figure>\n

Diskalkulija<\/strong><\/h3>\n\n

Tas noz\u012bm\u0113 gr\u016bt\u012bbas saprast skait\u013cus un m\u0101c\u012bties matem\u0101tikas faktus. Skait\u013cu iegaum\u0113\u0161ana un sak\u0101rto\u0161ana var b\u016bt izaicin\u0101jums un var kav\u0113t tos apr\u0113\u0137inos vai abstrakt\u0101s matem\u0101tisk\u0101s oper\u0101cij\u0101s. Laika st\u0101st\u012b\u0161ana un nov\u0113rt\u0113\u0161ana var b\u016bt ar\u012b sare\u017e\u0123\u012bta.<\/p>\n\n

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Mohamed_hassan. (n.d.). www.pixabay.com. https:\/\/pixabay.com\/fr\/vectors\/secret-chuchoter-l-oreille-femme-3650080\/<\/figcaption><\/figure>\n

Disf\u0101zija<\/strong><\/h3>\n\n

Tas parasti ietekm\u0113 cilv\u0113ka sp\u0113ju run\u0101t un saprast izrun\u0101tos v\u0101rdus.<\/p>\n\n

Tas var rad\u012bt gr\u016bt\u012bbas, saklausot teikumus, sak\u0101rtot v\u0101rdos. Runa da\u017ereiz var izklaus\u012bties k\u0101 sve\u0161valoda, kur\u0101 vi\u0146i nesp\u0113j pateikt, kad beidzas viens v\u0101rds un s\u0101kas n\u0101kamais. <\/p>\n\n

\"\"
ohamed_hassan. (n.d.). www.pixabay.com. https:\/\/pixabay.com\/fr\/illustrations\/blog-%C3%A9crit-caf%C3%A9-espace-de-travail-3383287\/<\/figcaption><\/figure>\n

Dispraksija<\/strong><\/h3>\n\n

To raksturo gr\u016bt\u012bbas ar smalku motoriku, piem\u0113ram, roku un acu koordin\u0101cija, piem\u0113ram, las\u012b\u0161anai no vienas l\u012bnijas uz otru vai rakst\u012b\u0161anai.<\/p>\n\n

Tas var rad\u012bt gr\u016bt\u012bbas ar kust\u012bbu un koordin\u0101ciju, l\u012bdz ar to ar valodu un runu.<\/p>\n\n

Tom\u0113r \u0161is p\u0113d\u0113jais trauc\u0113jums parasti tiek klasific\u0113ts k\u0101 att\u012bst\u012bbas koordin\u0101cijas trauc\u0113jums, nevis k\u0101 specifisks m\u0101c\u012bbu trauc\u0113jums, ta\u010du m\u0113s to tom\u0113r nov\u0113rs\u012bsim, jo tas ietekm\u0113 ar\u012b m\u0101c\u012bbu procesu un izgl\u012bt\u012bbu.<\/p>\n\n

Darb\u012bbas, lai padar\u012btu m\u012bklas iek\u013caujo\u0161as<\/strong><\/h2>\n\n

Visp\u0101r\u012bgi padomi<\/strong><\/h3>\n\n

Materi\u0101lus var piel\u0101got skol\u0113niem ar \u0161iem trauc\u0113jumiem t\u0101d\u0101 veid\u0101, lai tie b\u016btu noder\u012bgi ar\u012b visiem p\u0101r\u0113jiem skol\u0113niem. To var b\u016bt gr\u016bti ievietot, it \u012bpa\u0161i saist\u012bb\u0101 ar izlau\u0161an\u0101s telpu, jo da\u017ei aspekti, kas var b\u016bt problem\u0101tiski Dys skol\u0113niem, faktiski ir galven\u0101s lietas izlau\u0161an\u0101s telp\u0101.<\/p>\n\n

Klasiski sp\u0113le ar rakstiskiem materi\u0101liem, \u0161ifr\u0113jumiem un kodiem, lai pasl\u0113ptu inform\u0101ciju, ir viens no klasiskajiem nor\u0101d\u012bjumu sl\u0113p\u0161anas veidiem, un tas var b\u016bt \u012bpa\u0161s izaicin\u0101jums Dys skol\u0113niem. \u0160eit m\u0113s uzskait\u012bsim visp\u0101r\u012bgus piel\u0101gojumus, kurus ieteicams izmantot Dys skol\u0113na gad\u012bjum\u0101. Da\u017eiem no tiem b\u016bs viegli sekot, bet citiem – gr\u016bt\u0101k. Veidojot izlau\u0161an\u0101s telpu, ir svar\u012bgi zin\u0101t savus skol\u0113nus un sp\u0113t prec\u012bzi noteikt iesp\u0113jam\u0101s probl\u0113mas.<\/p>\n\n

Pirmk\u0101rt, \u0161eit ir da\u017ei visp\u0101r\u012bgi noteikumi, kas vienm\u0113r ir labi j\u0101iev\u0113ro, it \u012bpa\u0161i Dys skol\u0113niem, bet ar\u012b visiem skol\u0113niem:<\/p>\n\n

  • M\u012bklas maz\u0101m grup\u0101m<\/strong>Sagatavojiet izaicin\u0101jumus un sare\u017e\u0123\u012bt\u012bbu, \u0146emot v\u0113r\u0101 j\u016bsu grupas lielumu. Maz\u0101kas grupas \u013caus vair\u0101k mijiedarboties starp dal\u012bbniekiem, veicin\u0101s komandas darbu un \u013caus katram skol\u0113nam uz\u0146emties noteiktu lomu.<\/li><\/ul>\n
    • Saprotamas m\u012bklas<\/strong> \nSkol\u0113niem b\u016bs viegl\u0101k, ja vi\u0146iem b\u016bs skaidrs m\u0113r\u0137is. M\u012bklas m\u0113r\u0137is nav, lai skol\u0113ns atkl\u0101tu, ka \u0161\u012b ir m\u012bkla, bet gan m\u0113\u0123in\u0101t atrisin\u0101t m\u012bklu. M\u0113r\u0137im j\u0101b\u016bt skaidram. \nPiem\u0113ram: Sl\u0113dzen\u0113 ir liela sirds formas bedre, un skol\u0113ni atrod sirds formas priek\u0161meta gabalus. M\u0113r\u0137is ir skaidrs; atrodiet visus gabalus, lai izveidotu sirdi, un atveriet sl\u0113dzeni.<\/li><\/ul>\n
      • Da\u017e\u0101dot uzdevumus<\/strong> \nIzveidot absol\u016bti iek\u013caujo\u0161u izklaides telpu ir \u013coti gr\u016bti, jo visiem skol\u0113niem joproj\u0101m ir savas \u012bpatn\u012bbas, viens no veidiem, k\u0101 pal\u012bdz\u0113t gr\u016btos uzdevumos, ir da\u017e\u0101dot gan grupas, gan uzdevumus. Katram skol\u0113nam b\u016bs savas stipr\u0101s un v\u0101j\u0101s puses, Dys vai no-Dys. T\u0101d\u0113j\u0101di, ja heterog\u0113nas grupas saskaras ar heterog\u0113niem uzdevumiem, katram skol\u0113nam b\u016bs laiks sp\u012bd\u0113t un vajadz\u012bbas gad\u012bjum\u0101 izmantot savus talantus. Vi\u0146i ar\u012b var\u0113tu pa\u013cauties uz komandas biedriem, kad vi\u0146i saskaras ar izaicin\u0101jumiem. Atkal komandas darbs ir galvenais. M\u012bklu da\u017e\u0101do\u0161ana ar\u012b pal\u012bdz\u0113s skol\u0113niem nesajaukt pavedienus un sar\u016bgtin\u0101t par l\u012bdz\u012bgi izskat\u012bgu nor\u0101\u017eu p\u0101rpild\u012b\u0161anu.<\/li><\/ul>\n
        • Konsekvence<\/strong>Ir svar\u012bgi saglab\u0101t atbilst\u012bbu izlau\u0161an\u0101s istabas t\u0113mai un ar\u012b katrai m\u012bklai. Ide\u0101ls ir tas, ka, ja iesp\u0113jams, neb\u016btu sarkanu re\u0146\u0123u jeb mulsino\u0161u priek\u0161metu, un katru reizi da\u017e\u0101dos nor\u0101d\u012bjumus var attiecin\u0101t uz vienu izaicin\u0101jumu. Lai gan tas var \u0161\u0137ist sapr\u0101t\u012bgs padoms jebkurai Izlau\u0161an\u0101s Istabai, konsekvence ir \u012bpa\u0161i svar\u012bga iek\u013cau\u0161anai. Patie\u0161\u0101m, tas pal\u012bdz mazin\u0101t Dys skol\u0113nu tendenci apmald\u012bties uz vi\u0146u bombard\u0113t\u0101s inform\u0101cijas j\u016br\u0101. Dys skol\u0113nus m\u0113dz viegli nov\u0113rst uzman\u012bba no nevajadz\u012bgas inform\u0101cijas vai ar inform\u0101ciju, kas ir pretrun\u0101 ar p\u0101r\u0113jo. Konsekvence pal\u012bdz\u0113s gan uztur\u0113t skol\u0113nus uz ce\u013ca, gan padar\u012bt to par visaptvero\u0161\u0101ku pieredzi kopum\u0101.<\/li><\/ul>\n
          • Samaziniet nepiecie\u0161am\u012bbu p\u0113c smalkas motorikas<\/strong>Smalk\u0101 motorika ir izaicin\u0101jums daudziem Dys-skol\u0113niem, lab\u0101k ir izvair\u012bties no to izmanto\u0161anas, cik vien iesp\u0113jams. Vai ar\u012b lab\u0101k vienk\u0101r\u0161i dot priek\u0161roku liel\u0101k\u0101m sl\u0113dzen\u0113m vai, piem\u0113ram, liel\u0101kiem m\u012bklu gabaliem.<\/li><\/ul>\n

            M\u012bklas un m\u012bklas \u0161ifr\u0113jumu, tekstu un rakstisku materi\u0101lu izmanto\u0161ana nav reta par\u0101d\u012bba. T\u0101p\u0113c ir labi m\u0113\u0123in\u0101t saglab\u0101t rakstiskos materi\u0101lus p\u0113c iesp\u0113jas iek\u013caujo\u0161\u0101kus, lai sp\u0113les laik\u0101 netrauc\u0113tu skol\u0113niem. \u0160eit ir da\u017ei pamata padomi, k\u0101 padar\u012bt rakstiskos materi\u0101lus iek\u013caujo\u0161us.<\/p>\n\n

            Rakstveida materi\u0101lu padomi<\/strong><\/h3>\n\n
            • Teksta fonti ir svar\u012bgi, jo da\u017ei no tiem Dys-skol\u0113niem var b\u016bt nesalas\u0101mi. Ieteicams izmantot t\u0101dus fontus k\u0101 Arial, Century Gothic vai OpenDys, jo tos ir viegli las\u012bt visiem. Citas iesp\u0113jas var\u0113tu b\u016bt Verdana, Tahoma, Open Sans, Century Gothic vai Trebuchet.<\/li>
            • Ar\u012b atstarpe ir svar\u012bga, un starp rind\u0101m j\u0101b\u016bt 1,5, fonta lielumam, kad vien iesp\u0113jams, j\u0101b\u016bt diapazonam no 12 l\u012bdz 14.<\/li>
            • Teksta izl\u012bdzin\u0101\u0161anai pa kreisi j\u0101b\u016bt standarta proced\u016brai visiem dokumentiem, un nelieciet to \u201ccentr\u0113t\u0101\u201d.<\/li>
            • Ieteicams druk\u0101t tikai vien\u0101 lapas pus\u0113. Gad\u012bjum\u0101, ja starp diviem elementiem ir j\u0101atrodas turp un atpaka\u013c, teiksim, piem\u0113ram, kodu un tekstu, izdruk\u0101jiet tos uz atsevi\u0161\u0137\u0101m lap\u0101m, jo tas studentiem pal\u012bdz izvair\u012bties no manipul\u0101cij\u0101m ar lapu p\u0101rv\u0113r\u0161anu.<\/li>
            • Lai pal\u012bdz\u0113tu risin\u0101t ar kontrastu saist\u012bt\u0101s probl\u0113mas, druk\u0101to materi\u0101lu vai prezent\u0101ciju fonam vienm\u0113r lab\u0101k ir izmantot gandr\u012bz baltas vai paste\u013ckr\u0101sas.<\/li>
            • Izmantojiet kr\u0101sas, lai nodal\u012btu inform\u0101ciju un kr\u0101su kodos b\u016btu konsekvents. Izlau\u0161an\u0101s istab\u0101 to ir gr\u016bti ievietot, bet to var pat izmantot k\u0101 veidu, k\u0101 kaut ko kod\u0113t. Nevilcinieties b\u016bt rado\u0161s!<\/li>
            • Gad\u012bjum\u0101, ja k\u0101da inform\u0101cija ir j\u0101uzsver, lab\u0101k izmantot visus v\u0101ci\u0146us, lietot treknus burtus vai izcelt ar kr\u0101su. Ieteicams attur\u0113ties no sl\u012bpraksta vai trekn\u0101 sl\u012bprakst\u0101 un nepasv\u012btrot tekstu.<\/li><\/ul>\n

              Skat\u012bt pavaddokumentus<\/p>\n","protected":false},"featured_media":0,"template":"","gender":[],"steam":[],"acf":[],"_links":{"self":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain\/6686"}],"collection":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain"}],"about":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/types\/grain"}],"wp:attachment":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/media?parent=6686"}],"wp:term":[{"taxonomy":"gender","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/gender?post=6686"},{"taxonomy":"steam","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/steam?post=6686"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}