Karatu don buƙatu na musamman
 Karatu don buƙatu na musamman |
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karatu don buƙatu na musamman ya zama yanki na sha'awa yayin da fahimtar karatu ta inganta. Koyar da yara masu buƙatu na musamman yadda ake karatu ba a bi shi a tarihi ba a ƙarƙashin zaton tsarin Shirye-shiryen karatu [1] cewa mai karatu dole ne ya koyi karatu a cikin hanyar matsayi don haka dole ne a sarrafa ƙwarewa ɗaya kafin ya koyi ƙwarewa ta gaba (misali ana iya sa ran yaro ya koyi sunayen haruffa a cikin tsari daidai kafin a koya masa yadda ake karanta sunansa ko sunansa). Wannan tsarin sau da yawa yakan haifar da koyar da ƙwarewar karatu a cikin hanyar da ba ta dace ba, hana ɗalibai da ke da buƙatu na musamman ci gaba zuwa darussan karatu da rubutu masu ci gaba da kuma sanya su cikin maimaita umarnin da bai dace ba (misali raira waƙar haruffa).
A cikin shekarun 1970s, tsarin ilimi ya sauya zuwa yin niyya ga ƙwarewar aiki waɗanda suka dace da shekaru ga mutanen da ke da buƙatu na musamman.[2][3] Wannan ya haifar da koyar da kalmomin gani waɗanda aka ɗauka sun zama dole don shiga cikin makaranta da al'umma (misali fita, Hadari, guba, tafi). Wannan hanyar ta kasance ci gaba a kan ayyukan da suka gabata, amma ta iyakance kewayon ƙwarewar karatu da rubutu da mutanen da ke da buƙatu na musamman suka haɓaka.
Sabon samfurin don ci gaban karatu, tsarin "karatun karatu da rubutu" ko "karatun rubutu na farko", yana nufin cewa yara sun fara karatu daga haihuwa kuma koyon karatu tsari ne na hulɗa wanda ya danganci bayyanar yara ga ayyukan karatu da rubutu. A karkashin wannan sabon samfurin ne aka yi la'akari da yara masu nakasa da buƙatu na musamman don su iya koyon karatu.[4][5]
Yawan jama'a da ke cikin haɗari
[gyara sashe | gyara masomin]Yara da ke fama da matsalolin harshe waɗanda suka faɗi ƙasa da tsammanin shekarunsu na lokaci-lokaci suna cikin haɗari don rikice-rikice na karatu ko matsalolin da zasu iya faruwa da wuri a makarantar sakandare kuma suna ci gaba a duk lokacin ci gaba.[6] Yara da ke da wasu nakasa, kamar su nakasa ta ci gaba, rikicewar bakan autism, Down syndrome, rauni X syndrome, da ƙwaƙwalwar ƙwaƙwalwa, na iya samun nakasa ta harshe wanda ke haifar da haɗarin haɓaka matsalolin karatu.
Ciwon Down
[gyara sashe | gyara masomin]An gano gaskiya ne ga yara masu nakasa na hankali, kamar yara masu fama da Ciwon Down, cewa ƙwarewar wayar da kan jama'a galibi ba ta da kyau kuma tana buƙatar koyarwa mai ma'ana.[7] Misali, binciken ya gano cewa yara da ke fama da ciwon Down suna nuna rashi a cikin wayar da kan jama'a, kuma kodayake suna iya haɓaka irin waɗannan ƙwarewar, galibi suna dogara da ilimin ƙamus na gani maimakon ƙwarewar wayar da kan mutanen da ke cikin sauti don fassara kalmomi.[8] Idan aka ba da wannan, ana ba da shawarar cewa a koyar da ƙwarewar wayar da kan jama'a a cikin tsari tare da cikakken umarni game da yadda za a yi amfani da waɗannan ƙwarewar yayin karatu.
Shiga tsakani
[gyara sashe | gyara masomin]Ana sa ran malamai na aji [9] su samar da tushen koyarwar karatu ga yawancin ɗalibai. Malaman ilimi na musamman na iya karawa da koyarwar aji a cikin karatu da rubuce-rubuce bisa ga aikin ɗaliban su masu zaman kansu.[10] Sauran masu sana'a ciki har da kwararren karatu, masanin ilimin magana, masanin ilimin ilimi ko makaranta, [11] da kuma mai ba da horo na sana'a na iya samar da tallafin karatu da rubutu ga mutanen da ke da wahalar karatu da rubutu.[12][13]
Mutanen da ke da matsala mai tsanani na magana na iya amfani da na'urorin haɓaka da madadin sadarwa (AAC). Masu goyon bayan AAC sun nace cewa AAC yana bawa irin waɗannan mutane damar bayyana buƙatu, buƙatu, da ra'ayoyi. Shaida ta nuna cewa 'yan amfani da AAC kaɗan ne kawai ke iya ci gaba zuwa matakin karatu da rubutu na biyu kuma da yawa ba sa zama al'ada "masu karatu da rubutu" kwata-kwata.
Manazarta
[gyara sashe | gyara masomin]- ↑ van Kleeck A, Schuele CM (November 2010). "Historical perspectives on literacy in early childhood". Am J Speech Lang Pathol. 19 (4): 341–55. doi:10.1044/1058-0360(2010/09-0038). PMID 20581109. S2CID 44839260.
- ↑ Browder, D.; Flowers, C.; Ahlgrim-Delzell, L.; Karvonen, M.; Spooner, F.; Algozzine, R. (2004). "The Alignment of Alternate Assessment Content with Academic and Functional Curricula". The Journal of Special Education. 37 (4): 211–223. doi:10.1177/00224669040370040101. ISSN 0022-4669. S2CID 73640629.
- ↑ Brown, L.; Branston, M. B.; Hamre-Nietupski, S.; Pumpian, I.; Certo, N.; Gruenewald, L. (1979). "A Strategy for Developing Chronological-Age-Appropriate and Functional Curricular Content for Severely Handicapped Adolescents and Young Adults". The Journal of Special Education. 13 (1): 81–90. doi:10.1177/002246697901300113. ISSN 0022-4669. S2CID 145477722.
- ↑ K.A. Erickson (2000). "All children are ready to learn: An emergent versus readiness perspective in early literacy assessment". Seminars in Speech and Language. 21 (3): 193–202, quiz 202-3. doi:10.1055/s-2000-13193. PMID 10958428. S2CID 19651351.
- ↑ D.A. Koppenhaver & K.A. Erickson (2003). "Natural emergent literacy supports for preschoolers with autism and severe communication impairments". Topics in Language Disorders. 23 (4): 283. doi:10.1097/00011363-200310000-00004. S2CID 145683425.
- ↑ amp. Missing or empty
|title=(help) - ↑ amp. Missing or empty
|title=(help) - ↑ amp. Missing or empty
|title=(help) - ↑ "NEA'S Official Reading Policy". Archived from the original on 2012-01-25. Retrieved 2011-12-20.
- ↑ "Highly Qualified Teachers". Archived from the original on 2012-01-02. Retrieved 2011-12-20.
- ↑ "Role of the reading specialist position statement". International Reading Association. January 2000. Archived from the original on 2012-01-03.
- ↑ "NASP model: 10 domains of practice". National Association of School Psychologists. 2010.
- ↑ "Handwriting". The American Occupational Therapy Association, Inc. Retrieved 2011-12-20.