{"id":8543,"date":"2024-10-30T16:39:42","date_gmt":"2024-10-30T15:39:42","guid":{"rendered":"https:\/\/e-ucebnice.ff.ucm.sk\/?page_id=8543"},"modified":"2024-10-31T12:38:46","modified_gmt":"2024-10-31T11:38:46","slug":"metodicka_prirucka_studentstvo_so_specifickymi_potrebami-5","status":"publish","type":"page","link":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/metodicka_prirucka_studentstvo_so_specifickymi_potrebami-5\/","title":{"rendered":"Metodicka_prirucka_studentstvo_so_specifickymi_potrebami-5"},"content":{"rendered":"\t\t
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Metodick\u00e1 pr\u00edru\u010dka vysoko\u0161kolsk\u00e9ho u\u010dite\u013estva pre pr\u00e1cu so \u0161tudentstvom so \u0161pecifick\u00fdmi potrebami<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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5. SLUCHOVO POSTIHNUT\u00c9 \u0160TUDENTSTVO V EDUKA\u010cNOM PROCESE<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Pod\u013ea \u00a7 100 ods. 2\u00a0 Z\u00e1kona o V\u0160 a vyhl\u00e1\u0161ky M\u0160VV\u0160 SR \u010d.458\/2012 Z.z. o minim\u00e1lnych n\u00e1rokoch \u0161tudenta so \u0161pecifick\u00fdmi zara\u010fujeme sluchovo postihnut\u00e9 \u0161tudentstvo do kateg\u00f3rie \u201e\u0160tudent so zmyslov\u00fdm, telesn\u00fdm a viacn\u00e1sobn\u00fdm postihnut\u00edm\u201c. Za \u0161tudenta\/\u0161tudentku so zmyslov\u00fdm, telesn\u00fdm a viacn\u00e1sobn\u00fdm postihnut\u00edm sa pova\u017euje \u0161tudent\/ka s postihnut\u00edm zraku (nevidiaci\/a a slabozrak\u00fd\/\u00e1), sluchu (nepo\u010duj\u00faci\/a a nedosl\u00fdchav\u00fd\/\u00e1), s telesn\u00fdm postihnut\u00edm (s postihnut\u00edm doln\u00fdch kon\u010dat\u00edn a s postihnut\u00edm horn\u00fdch kon\u010dat\u00edn, jemnej motoriky) a \u0161tudent\/ka s viacn\u00e1sobn\u00fdm postihnut\u00edm. Konkr\u00e9tne do kateg\u00f3rie sluchovo postihnut\u00e9 \u0161tudentstvo zara\u010fujeme:<\/p>

  • Nepo\u010duj\u00faci \u0161tudent\/ka a\u00a0\u0161tudent\/ka so zvy\u0161kami sluchu pri komunik\u00e1cii a z\u00edskavan\u00ed inform\u00e1ci\u00ed pou\u017e\u00edva rozli\u010dn\u00e9 komunika\u010dn\u00e9 formy. Prim\u00e1rnou m\u00f4\u017ee by\u0165 posunkov\u00fd jazyk, sekund\u00e1rnou je hovoren\u00fd jazyk, resp. prim\u00e1rnou formou je hovoren\u00fd jazyk za pou\u017eitia \u010fal\u0161\u00edch kompenza\u010dn\u00fdch mechanizmov (odzeranie). Pri \u0161t\u00fadiu pou\u017e\u00edva kompenza\u010dn\u00e9 pom\u00f4cky (na\u010d\u00favac\u00ed apar\u00e1t, kochle\u00e1rny implant\u00e1t, r\u00e1diov\u00fd komunika\u010dn\u00fd syst\u00e9m a pod.) a podporn\u00e9 slu\u017eby (tlmo\u010dn\u00edk, zapisovate\u013e).<\/li>
  • Nedosl\u00fdchav\u00fd \u0161tudent\/ka pri komunik\u00e1cii a z\u00edskavan\u00ed inform\u00e1ci\u00ed pou\u017e\u00edva zv\u00e4\u010d\u0161a hovoren\u00fd jazyk za podpory rozli\u010dn\u00fdch kompenza\u010dn\u00fdch pom\u00f4cok (napr. na\u010d\u00favacie apar\u00e1ty, kochle\u00e1rny implant\u00e1t, komunika\u010dn\u00e9 r\u00e1diov\u00e9 syst\u00e9my, a pod.) a \u010fal\u0161\u00edch komunika\u010dn\u00fdch foriem (odzeranie). Do tejto skupiny zara\u010fujeme aj osoby s postlingv\u00e1lnym sluchov\u00fdm postihnut\u00edm, ktor\u00fdch komunika\u010dnou formou je hovoren\u00fd jazyk.<\/li><\/ul>


    Odpor\u00fa\u010dania pre pr\u00e1cu so nepo\u010duj\u00facim\/nedosl\u00fdchav\u00fdm \u0161tudentstvom:<\/em><\/strong><\/p>

    1. Hovori\u0165 tv\u00e1rou k \u0161tudentstvu, zrete\u013en\u00e9 vyslovovanie \u2013 u\u010dite\u013estvo by malo hovori\u0165 zrete\u013ene a\u00a0zrozumite\u013ene. \u00dasta by z\u00e1rove\u0148 nemali by\u0165 ni\u010d\u00edm prekryt\u00e9, preto\u017ee pre sluchovo postihnut\u00e9 \u0161tudentstvo sa d\u00f4le\u017eit\u00fdm st\u00e1va pr\u00e1ve gestikul\u00e1cia v\u00a0spodnej aj v\u00a0hornej \u010dasti tv\u00e1re. Okrem toho s\u00fa rovnako d\u00f4le\u017eit\u00fdmi aj \u00fasta vyu\u010duj\u00faceho, prostredn\u00edctvom ktor\u00fdch si \u0161tudent\/ka vie doplni\u0165 tie v\u00fdrazy, ktor\u00e9 nedok\u00e1\u017ee sluchom \u00faplne zachyti\u0165.<\/li>
    2. Osvetlenie \u2013 osvetlenie v\u00a0miestnosti by malo by\u0165 nastaven\u00e9 tak, aby sluchovo postihnut\u00fd \u0161tudent\/ka dok\u00e1zal jednozna\u010dne identifikova\u0165 tv\u00e1r ka\u017ed\u00e9ho pr\u00edtomn\u00e9ho v\u00a0danej miestnosti, ktor\u00fd sa vyjadruje. Najm\u00e4 ak u\u010dite\u013e\/ka stoj\u00ed v\u00a0nespr\u00e1vnom svetle, napr. pri okne, ktor\u00e9 vytv\u00e1ra tie\u0148 na tv\u00e1ri, tak \u0161tudent\/ka nedok\u00e1\u017ee adekv\u00e1tne vidie\u0165 vyu\u017e\u00edvan\u00e9 v\u00fdrazov\u00e9 prostriedky.<\/li>
    3. Vopred pripraven\u00e9 pozn\u00e1mky\/ pracovn\u00e9 texty k dispoz\u00edcii pre \u0161tudentstvo \u2013 sluchovo postihnut\u00e9 \u0161tudentstvo sa tak m\u00f4\u017ee viac koncentrova\u0165 napr. na \u010d\u00edtanie z\u00a0pier vyu\u010duj\u00faceho. Vopred pripraven\u00e9 texty pre sluchovo postihnut\u00e9 \u0161tudentstvo s\u00fa z\u00e1rove\u0148 ve\u013ekou pom\u00f4ckou aj pre tlmo\u010dn\u00edka posunkovej re\u010di.<\/li>
    4. Akustick\u00e1 kvalita miestnosti \u2013 niektor\u00e9 zariadenie, ktor\u00e9 je s\u00fa\u010das\u0165ou miestnosti m\u00f4\u017ee zhor\u0161ova\u0165 kvalitu \u0161\u00edrenia hovoren\u00e9ho zvuku. Preto je vhodn\u00e9 realizova\u0165 v\u00fdu\u010dbu v\u00a0miestnosti, kde sa nach\u00e1dzaj\u00fa napr. z\u00e1vesy alebo koberce, ktor\u00e9 zabra\u0148uj\u00fa vzniku nepr\u00edjemnej ozveny hovoren\u00e9ho slova.<\/li>
    5. Problematickos\u0165 skupinovej pr\u00e1ce \u2013 skupinov\u00e1 pr\u00e1ca sa m\u00f4\u017ee vyzna\u010dova\u0165 vysokou dynamikou a\u00a0intenz\u00edvnou komunik\u00e1ciou. Najm\u00e4 v\u00a0pr\u00edpade intenz\u00edvneho komunikovania m\u00f4\u017ee by\u0165 pre sluchovo postihnut\u00e9ho \u0161tudentstvo n\u00e1ro\u010dn\u00e9 identifikova\u0165, kto pr\u00e1ve nie\u010do hovor\u00ed. Rovnako sa ako problematick\u00e9 m\u00f4\u017ee javi\u0165 zaznamenanie v\u0161etk\u00fdch detailov komunika\u010dn\u00e9ho kontextu. Z\u00a0tohto d\u00f4vodu je nutn\u00e9 upozorni\u0165 sluchovo postihnut\u00e9 \u0161tudentstvo, aby sa v\u017edy vyjadril, ak nedok\u00e1zal zachyti\u0165 komunikovan\u00fd obsah.<\/li>
    6. \u201eospravedlnenie\u201c gramatick\u00fdch ch\u00fdb.<\/li>
    7. Pri komunikovan\u00ed s pr\u00edtomnos\u0165ou tlmo\u010dn\u00edka je potrebn\u00e9 pozera\u0165 sa na \u0161tudentstvo \u2013 poh\u013eadom na \u0161tudentstvo v komunikovan\u00ed d\u00e1va vyu\u010duj\u00faci najavo, \u017ee komunikuje nie s tlmo\u010dn\u00edkom alebo tre\u0165ou osobou, ale \u017ee akceptuje v komunik\u00e1cii pr\u00e1ve \u0161tudenta, a to aj napriek tomu, \u017ee je sluchovo postihnut\u00fd. Uveden\u00fdm sp\u00f4sobom je sluchovo postihnut\u00e9 \u0161tudentstvo akceptovan\u00e9 vyu\u010duj\u00facim ako \u00fa\u010dastn\u00edk\/\u00fa\u010dastn\u00ed\u010dka eduka\u010dn\u00e9ho procesu.<\/li><\/ol>

      \u00a0<\/p>

      Odpor\u00fa\u010dania pre realiz\u00e1ciu sk\u00fa\u0161ania \u00a0nepo\u010duj\u00faceho\/nedosl\u00fdchav\u00e9ho \u0161tudentstva:<\/em><\/strong><\/p>

      • pred\u013a\u017eenie \u010dasu pri p\u00edsomnej sk\u00fa\u0161ke,<\/li>
      • zadanie na p\u00edsomn\u00fa sk\u00fa\u0161ku v\u00a0p\u00edsomnej\/upravenej podobe,<\/li>
      • upozor\u0148ovanie posunkom (napr. zost\u00e1vaj\u00faci \u010das odpovede).<\/li>
      • sk\u00fa\u0161ka v\u00a0samostatnej miestnosti,<\/li>
      • pomoc asistenta\/tlmo\u010dn\u00edka pri p\u00edsomnej\/ \u00fastnej sk\u00fa\u0161ke,<\/li>
      • mo\u017enos\u0165 robi\u0165 p\u00edsomn\u00fa sk\u00fa\u0161ku na po\u010d\u00edta\u010di,<\/li>
      • mo\u017enos\u0165 pou\u017e\u00edva\u0165 kompenza\u010dn\u00e9 pom\u00f4cky pri sk\u00fa\u0161ke.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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        Minim\u00e1lne n\u00e1roky sluchovo postihnut\u00e9ho \u0161tudentstva pod\u013ea VYHL\u00c1\u0160KY 458\/2012 Z.z.<\/em><\/strong><\/p>
        \u00a0<\/td>Priestorov\u00e9 n\u00e1roky<\/strong><\/span><\/td>Materi\u00e1lne n\u00e1roky<\/strong><\/span><\/td>N\u00e1roky s\u00favisiace
        so \u0161t\u00fadiom<\/strong><\/span><\/td><\/tr>
        Nepo\u010duj\u00faci \u0161tudent<\/strong><\/td>\u2013<\/td>Zapo\u017ei\u010danie literat\u00fary z akademickej kni\u017enice na pred\u013a\u017een\u00fd \u010das<\/td>Individu\u00e1lny harmonogram plnenia \u0161tudijn\u00fdch povinnost\u00ed<\/td><\/tr>
        \u00a0<\/td>\u2013<\/td>\u2013<\/td>Podpora pri zabezpe\u010dovan\u00ed \u0161tudijnej literat\u00fary, podkladov z predn\u00e1\u0161ok a zadan\u00ed z cvi\u010den\u00ed<\/td><\/tr>
        Nedosl\u00fdchav\u00fd \u0161tudent<\/strong><\/td>\u2013<\/td>Zapo\u017ei\u010danie literat\u00fary z akademickej kni\u017enice na pred\u013a\u017een\u00fd \u010das<\/td>Individu\u00e1lny harmonogram plnenia \u0161tudijn\u00fdch povinnost\u00ed<\/td><\/tr>
        \u00a0<\/td>\u2013<\/td>\u2013<\/td>Podpora pri zabezpe\u010dovan\u00ed \u0161tudijnej literat\u00fary, podkladov z predn\u00e1\u0161ok a zadan\u00ed z cvi\u010den\u00ed<\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

        Metodick\u00e1 pr\u00edru\u010dka vysoko\u0161kolsk\u00e9ho u\u010dite\u013estva pre pr\u00e1cu so \u0161tudentstvom so \u0161pecifick\u00fdmi potrebami 5. SLUCHOVO POSTIHNUT\u00c9 \u0160TUDENTSTVO V EDUKA\u010cNOM PROCESE Pod\u013ea \u00a7 100 ods. 2\u00a0 Z\u00e1kona o V\u0160 a vyhl\u00e1\u0161ky M\u0160VV\u0160 SR \u010d.458\/2012 Z.z. o minim\u00e1lnych n\u00e1rokoch \u0161tudenta so \u0161pecifick\u00fdmi zara\u010fujeme sluchovo postihnut\u00e9 \u0161tudentstvo do kateg\u00f3rie \u201e\u0160tudent so zmyslov\u00fdm, telesn\u00fdm a viacn\u00e1sobn\u00fdm postihnut\u00edm\u201c. Za \u0161tudenta\/\u0161tudentku so zmyslov\u00fdm, […]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8543","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages\/8543","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/comments?post=8543"}],"version-history":[{"count":13,"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages\/8543\/revisions"}],"predecessor-version":[{"id":8651,"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages\/8543\/revisions\/8651"}],"wp:attachment":[{"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/media?parent=8543"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}