RAZVOJNI POREMEĆAJ KOORDINACIJE- IMPLIKACIJE NA ŠKOLSKU PRAKSU

  • Milica Tošić Škola za osnovno i srednje obrazovanje „Milan Petrović“ sa domom učenika, Novi Sad, Republika Srbija
  • Aleksandra Todorović Osnovna škola “Svetozar Marković Toza”, Novi Sad, Republika Srbija
Кључне речи: razvojni poremećaj koordinacije, motorički poremećaji, škola, školska praksa, strategije za rad sa decom sa RPK

Сажетак

Razvojni poremećaj koordinacije (RPK) predstavlja neurološki poremećaj, odnosno poremećaj pokreta (procesa ideje, motornog planiranja i izvršenja pokreta). RPK utiče na svakodnevne veštine ali i na školska postignuća. Visoka prevalencija (5-8 %) govori u prilog tome da u svakom razredu ili vrtićkoj grupi možemo očekivati jedno dete/učenika za ovim problemom. Danas, za dijagnostikovanje ovog poremećaja koristimo DSM-V (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition) klasifikaciju (četiri kriterijuma). Prema ovom statističkom priručniku RPK se dijagnostikuje ako je izvođenje motoričkih veština ispod hronološkog uzrasta, ako ometa svakodnevne aktivnosti, ako je početak u razvojnom periodu i ako se motorički deficit ne može objasniti nekim drugim oštećenjem (npr. cerebralnom paralizom). Etilogija RPK je multifaktorska. Najviše problema učenici sa RPK pokazuju na nastavi fizičkog vaspitanja, srpskog jezika i matematike. Teškoće sa kojima se susreću su mnogobrojne počev od problema pripreme za čas fizičkog vaspitanja, učešća u takmičarskim igrama, preko problema čitanja, pisanja i računanja. U osnovi ovih teškoća leži problem motoričkog učenja. Zbog svega, vrlo je važno koristiti odgovarajuće strategije za rad sa ovim učenicima. Pravovremenim tretmanom, primenom odgovarajućih metoda i strategija u radu može se uticati na dalji tok i ishod ovog razvojnog poremećaja.

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16. 10. 2019.
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