VERBALNE STRATEGIJE REŠAVANJA PROBLEMA KOD DECE SA LAKOM INTELEKTUALNOM OMETENOŠĆU

Milica Gligorović; Nataša Buha

doi:10.5937/specedreh12-3333

Milica Gligorović Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
Nataša Buha Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju

DOI: https://doi.org/10.5937/specedreh12-3333

Sažetak

Rešavanje problema je proces koji je uslovljen kreiranjem i primenom efikasnih strategija. Cilj ovog istraživanja je utvrđivanje nivoa razvoja verbalnog strateškog pristupa rešavanju problema kod dece sa lakom intelektualnom ometenošću (LIO).

Uzorkom je obuhvaćeno 93-oje dece sa LIO, uzrasta 10-14 godina. Intelektualne sposobnosti ispitanika su u okvirima definisanog raspona za laku intelektualnu ometenost (AS=60,45; SD=7,26). U uzorak nisu uključeni ispitanici sa evidentnim somatskim, neurološkim i emocionalnim poremećajima. Za procenu formiranja i upotrebe verbalne strategije korišćen je Test 20 pitanja (20Q) zatvorenog tipa, tokom čije primene se ispitaniku prikazuje poster sa 42 slike različitog sadržaja, sa nalogom da, postavljajući maksimalno 20 zatvorenih pitanja, pogodi koju sliku je ispitivač zamislio. U statističkoj obradi su korišćeni χ² test, Spirmanov i Pirsonov koeficijent korelacije.

Rezultati istraživanja ukazuju na to da se većina dece sa LIO na uzrastu između 10 i 14 godina služi neefikasnim strategijom rešavanja Testa 20 pitanja. Iako je strateški pristup rešavanju zadatka prisutan kod većine (72%), neadekvatnom strategijom se rukovodi više od polovine (53,5%) ispitanika. Većina dece sa LIO poseduje sposobnost kategorizacije pojmova, ali je ne koristi kao strategiju rešavanja zadatka.

Ključne reči: test 20 pitanja, laka intelektualna ometenost, verbalna strategija, kategorizacija

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