Функционалне способности деце као фактори школског постигнућа
Sažetak
Постоји низ различитих личних и срединских фактора који могу утицати на школски успех и због тога их је потребно истражити са различитих аспеката. Разумевање фактора који утичу на школско постигнуће ученика представља важан извор сазнања за стратешко планирање и подстицање промена у образовању. Досадашња истраживања идентификовала су велики број фактора релевантних за школски успех ученика и они су углавном покривени ширим категоријама, као што су: породица, школа и личне карактеристике ученика. Циљ истраживања био је да се утврди повезаност школског неуспеха са постигнућима у појединим функционалним способностима као што су: академске вештине (читање, писање), пажња, комуникација (рецептивни и експресивни говор), учествовање на часу и понашање. Узорак је чинило 195 деце оба пола, млађег основношколског узраста. Функционалне способности ученика процењиване су S.I.F.T.E.R. скалом (Screening Instrument for Targeting Educational Risk – Скрининг инструмент за откривање образовног ризика). S.I.F.T.E.R. скала даје веома поуздане податке и о другим функционалним карактеристикама ученика у процесу наставе (академске вештине, пажња, комуникација, учешће у настави и понашање) и представља добар инструмент за предвиђање могућег школског неуспеха. Резултати ове скале недвосмислено упућују на то да ли је дете уопште у образовном ризику, а ако јесте, упућује се на то који видови подршке су му потребни.
Резултати су показали да је школско постигнуће у корелацији са свим процењеним функционалним способностима. Коефицијент вишеструке детерминације показао је да се 48% индивидуалних разлика у школском неуспеху деце може објаснити индивидуалним разликама у понуђеном моделу функционалних способности. На основу резултата овог истраживања може се закључити да су пажња и комуникација два најважнија предиктора у анализираном моделу. Суштина откривања и разумевања фактора који доводе до школског неуспеха је у њиховом раном препознавању и предузимању активности које би спречиле академске тешкоће. Тиме би се, свакако, допринело пружању адекватне подршке како деци и њиховим породицама тако и наставницима, школи и широј друштвеној заједници. У Србији још увек није довољно добро разрађен систем пружања додатне подршке за ученике у редовном систему образовања. Веома мали проценат дефектолога ради на позицији стручног сарадника у редовним школама, што сигурно значајно отежава процес добијања додатне подршке за децу којој је то потребно.
Reference
Anderson, K. (1989). SIFTER Screening Instrument for Targeting Educational Risk in Children Identified by Hearing Screening or Who Have Minimal Hearing Loss. User’s Manual. Danville, IL: The Interstate Printers and Publishers, Inc. Retrieved from: https://successforkidswithhearingloss.com/wp-content/uploads/2017/09/SIFTER_Manual.pdf
Antia, S. D., Jones, P. B., Reed, S., Kreimeyer, K. H. (2009). Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms. The Journal of Deaf Studies and Deaf Education, 14(3), 293–311.
ASHA: American Speech-Language-Hearing-Association (2015). Speech Sound Disorders – Articulation and Phonology. Retrieved from: http://www.asha.org/PRPSpecific Topic.aspx?folderid=8589935321§ion=Incience_and_Prevalence
Asikhia, O. A. (2010). Students and Teachers’ Perception of the Causes of Poor Academic Performance in Ogun State Secondary Schools [Nigeria]: Implications for Counseling for National Development. European Journal of Social Sciences, 13(2), 229–242.
Bartels, M., Rietveld, M. J. H., Van Baal, G. C. M., Boomsma, D. I. (2002). Heritability of Educational Achievement in 12-Year-Olds and the Overlap with Cognitive Ability. Twin Research, 5, 544–553.
Beitchman, H., Nair, R., Clegg, M., Patel, G. (1986). Prevalence of Speech and Language Disorders in 5-Year-Old Kindergarten Children in the Ottawa-Carleton Region. Journal of Speech and Hearing Disorders, 51(2), 98–110.
Bess, F. H., Tharpe, A. M., Gibler, A. M. (1986). Auditory Performance of Children with Unilateral Sensorineural Hearing Loss. Ear and Hearing, 7(1), 20–26.
Bess, F. H., Dodd-Murphy, J., Parker, R. A. (1998). Children with Minimal Sensorineural Hearing Loss: Prevalence, Educational Performance, and Functional Status. Ear and Hearing, 19(5), 339–354.
Biederman, J. et al. (2004). Impact of Executive Function Deficits and ADHD on Academic Outcomes in Children. Journal of Consulting and Clinical Psychology, 72, 757–766.
Bridgeland, J. M., DiIulio, J. J., Morison, K. B. (2006). The Silent Epidemic: Perspectives of High School Dropouts. Washington: Civic Enterprises.
Buha, N., Gligorović, M., Matić, K. (2017). Auditory Attention and Practical Adaptive Skills in Persons with Moderate Intellectual Disability. Specijalna edukacija i rehabilitacija, 16(2), 149–171.
Carpentieri, R. et al. (2022). School Refusal Behavior: Role of Personality Styles, Social Functioning, and Psychiatric Symptoms in a Sample of Adolescent Help-Seekers. Clin Neuropsychiatry, 19(1), 20–28.
Casey, B. J., Oliveri, M. E., Insel, T. (2014). A Neurodevelopmental Perspective on the Research Domain Criteria (RDoC) Framework. Biological Psychiatry, 76(5), 350–353.
Castro, M. et al. (2015). Parental Involvement on Student Academic Achievement: A Meta-Analysis. Educational Research Review, 14, 33–46.
Conley, L., Marchant, M., Caldarella, P. (2014). A Comparison of Teacher Perceptions and Research-Based Categories of Student Behavior Difficulties. Education, 134(4), 439–451.
Culbertson, L. & Gilbert, L. E. (1986). Children with Unilateral Sensorineural Hearing Loss: Cognitive, Academic, and Social Development. Ear and Hearing, 7, 38–42.
Cuthbert, B. N. & Insel, T. R. (2013). Toward the Future of Psychiatric Diagnosis: The Seven Pillars of RDoC. BMC Medicine, 11(1), 1–8.
Daniels, E. R. & Stafford, K. (1999). Creating Inclusive Classrooms. Step by Step: A Program for Children and Families. Washington: Children's Resources International.
Deary, I. J., Strand, S., Smith, P., Fernandes, C. (2007). Intelligence and Educational Achievement. Intelligence, 35(1), 13–21.
Department for Education (2017). Special Educational Needs in England January 2017: Information from the School Census on Pupils with Special Educational Needs (SEN) and SEN Provision in Schools [White paper]. Retrieved from: assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/633031/SFR37_2017_Main_Text.pdf
Doherty, J. L. & Owen, M. J. (2014). Genomic Insights into the Overlap Between Psychiatric Disorders: Implications for Research and Clinical Practice. Genome Medicine, 6(4), 1–13.
DuPaul, G. J., Gormley, M. J., Laracy, S. D. (2013). Comorbidity of LD and ADHD: Implications of DSM-5 for Assessment and Treatment. Journal of Learning Disabilities, 46(1), 43–51.
Đoković, S., Slavnić, S., Ostojić, S. (2003). Analysis of Auditive Dysfunction of Young School Age Children. Istraživanja u defektologiji, 3, 155–173.
Đoković, S. & Ostojić, S. (2009). Karakteristike minimalnih oštećenja sluha kod dece. U: D. Radovanović (ur.), Istraživanja u specijalnoj edukaciji i rehabilitaciji (Research in Special Education and Rehabilitation) (375–389). Beograd: Univerzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju, CIDD.
Đoković, S. et al. (2014). Can Mild Bilateral Sensorineural Hearing Loss Affect Developmental Abilities in Younger School-Age Children?. Journal of Deaf Studies and Deaf Education, 19(4), 485–495.
Edition, F. (2013). Diagnostic and Statistical Manual of Mental Disorders. Arlington: American Psychiatric Publishing.
Fan, W., Williams, C. M., Corkin, D. M. (2011). A Multilevel Analysis of Student Perceptions of School Climate: The Effect of Social and Academic Risk Factors. Psychology in the Schools, 48(6), 632–647.
Flapper, B. C. T. & Schoemaker, M. M. (2013). Developmental Coordination Disorder in Children with Specific Language Impairment: Co-Morbidity and Impact on Quality of Life. Research in Developmental Disabilities, 34(2), 756–763.
Fraser, J., Goswami, U., Conti-Ramsden, G. (2010). Dyslexia and Specific Language Impairment: The Role of Phonology and Auditory Processing. Scientific Studies of Reading, 14(1), 8–29.
Fredricks, J. A., Blumenfeld, P. C., Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109.
Fried, R. et al. (2016). Is ADHD a Risk Factor for High School Dropout? A Controlled Study. Journal of Attention Disorders, 20(5), 383–389.
Gaddes, W. H. & Edgell, D. (1994). Learning Disabilities and Brain Function: A Neuropsychological Approach. New York: Springer-Verlag.
Giavrimis, P. & Papanis, E. (2008). Sociological Dimensions of School Failure: The Views of Educators and Students of Educational Schools. Journal of International Social Research, 1(5), 326–354.
Gibbs, D. P. & Cooper, E. B. (1989). Prevalence of Communication Disorders in Students with Learning Disabilities. Journal of Learning Disabilities, 22(1), 60–63.
Gomes, H. et al. (2000). The Development of Auditory Attention in Children. Frontiers in Bioscience, 5(1), 108–120.
Gritti, A. et al. (2014). Epidemiological Study on Behavioural and Emotional Problems in Developmental Age: Prevalence in a Sample of Italian Children, Based on Parent and Teacher Reports. Italian Journal of Pediatrics, 40(1), 1–7.
Habib, M. (2000). The Neurological Basis of Developmental Dyslexia: An Overview and Working Hypothesis. Brain, 123(12), 2373–2399.
Hadjikakou, K. & Stavrou, C. (2016). Academic and Social Experiences of School-Aged Cypriot Children with Unilateral Hearing Loss. Hellenic Journal of Psychology, 13(1), 13–46.
Henderson, A. T. & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Austin: National Center for Family & Community Connections with Schools.
Holmes, J., Bryant, A., Gathercole, S. E. (2019). Protocol for a Transdiagnostic Study of Children with Problems of Attention, Learning and Memory (CALM). BMC Pediatrics, 19(1), 1–11.
Huang, F. & Anyon, Y. (2020). The Relationship Between School Disciplinary Resolutions with School Climate and Attitudes Toward School. Preventing School Failure: Alternative Education for Children and Youth, 64(3), 212–222.
Hudson, R. F., High, L., Al Otaiba, S. (2007). Dyslexia and the Brain: What Does Current Research Tell us?. The Reading Teacher, 60(6), 506–515.
Hughes, L. A. & Cooper, P. (2007). Understanding and Supporting Children with ADHD: Strategies for Teachers, Parents and Other Professionals. New York: SAGE Publications.
Jogdand, S. & Naik, J. D. (2014). Study of Family Factors in Association with Behavior Problems Amongst Children of 6-18 Years Age Group. International Journal of Applied and Basic Medical Research, 4(2), 86–89.
Kessler, R. C. et al. (2006). The Prevalence and Correlates of Adult ADHD in the United States: Results from the National Comorbidity Survey Replication. American Journal of psychiatry, 163(4), 716–723.
Khodaei, F. et al. (2022). Validity and Reliability of the Persian Versions of Primary and Secondary Screening Instrument for Targeting Educational Risk Questionnaires. Auditory and Vestibular Research, 31(1), 60–68.
Klee, T. M. & Davis-Dansky, E. (1986). A Comparison of Unilaterally Hearing-Impaired Children and Normal-Hearing Children on a Battery of Standardized Language Tests. Ear and Hearing, 7(1), 27–37.
Klein, B. & de Camargo, O. K. (2018). A Proposed Functional Abilities Classification Tool for Developmental Disorders Affecting Learning and Behaviour. Frontiers, 3(2), 1–13.
Kuppler, K., Lewis, M., Evans, A. K. (2013). A Review of Unilateral Hearing Loss and Academic Performance: Is It Time to Reassess Traditional Dogmata?. International Journal of Pediatric Otorhinolaryngology, 77(5), 617–622.
Law, J. et al. (2000). Prevalence and Natural History of Primary Speech and Language Delay: Findings from a Systematic Review of the Literature. International Journal of Language and Communication Disorders, 35(2), 165–188.
Law, J., Tomblin, J. B., Zhang, X. Y. (2008). Characterizing the Growth Trajectories of Language-Impaired Children Between 7 and 11 Years of Age. Journal of Speech Language and Hearing Research, 51(3), 739–749.
Lazarević, E. (2006). Uticaj jezičkih poremećaja na školsko postignuće. Nastava i vaspitanje, 4, 446–460.
Lindsay, G. & Dockrell, J. E. (2012). Longitudinal Patterns of Behavioral, Emotional, and Social Difficulties and Self-Concepts in Adolescents with a History of Specific Language Impairment. Language Speech and Hearing Services in Schools, 43(4), 445–460.
Maksić, S. & Tenjović, L. (2008). Linkage Between Interests and Verbal Fluency of Primary School Pupils. Psychology, 41(3), 311–325.
Malinić, D. & Gutvajn, N. (2012). Approach to Initiative, Cooperation and Creative Work Among Unsuccessful Students. In: J. Schaefer & J. Radišić (Eds.), Creativity, Initiative and Cooperation: Implications for Educational Practice, Part II (305–327). Belgrade: Institute for Pedagogical Research.
McArthur, G. M. et al. (2000). On the “Specifics” Of Specific Reading Disability and Specific Language Impairment. Journal of Child Psychology and Psychiatry, 41(7), 869–874.
McIntyre, L. J. et al. (2017). Receptive and Expressive English Language Assessments Used for Young Children: A Scoping Review Protocol. Systematic Reviews, 6(1), 1–7.
McLeod, S. & Harrison, L. J. (2009). Epidemiology Of Speech and Language Impairment in a Nationally Representative Sample of 4- to 5-Year-Old Children. Journal of Speech, Language, and Hearing Research, 52(5), 1213–1229.
Milankov, V. (2015). Fonološka svesnost kod dece sa disleksijom i disortografijom (odbranjena doktorska disertacija). Medicinski fakultet, Novi Sad.
Moll, K. et al. (2014). Specific Learning Disorder: Prevalence and Gender Differences. PLoS One, 9(7), e103537.
Mooij, T. & Smeets, E. (2009). Towards Systemic Support of Pupils with Emotional and Behavioural Disorders. International Journal of Inclusive Education, 13(6), 597–616.
Most, T. (2004). The Effects of Degree and Type of Hearing Loss on Children's Performance in Class. Deafness & Education International, 6(3), 154–166.
Most, T. (2006). Assessment of School Functioning Among Israeli Arab Children with Hearing Loss in the Primary Grades. American Annals of the Deaf, 151(3), 327–335.
Norbury, C. F. et al. (2016). The Impact of Nonverbal Ability on Prevalence and Clinical Presentation of Language Disorder: Evidence from a Population Study. Journal of Child Psychology and Psychiatry, 57(11), 1247–1257.
Northern, J. L. & Downs, M. P. (2002). Hearing in Children. Philadelphia: Lippincott Williams & Wilkins.
Opdenakker, M. C., Maulana, R., den Brok, P. (2012). Teacher–Student Interpersonal Relationships and Academic Motivation Within One School Year: Developmental Changes and Linkage. School Effectiveness and School Improvement, 23(1), 95–119.
Perfetti, C. A. & Sandak, R. (2000). Reading Optimally Builds on Spoken Language: Implications for Deaf Readers. Journal of Deaf Studies and Deaf Education, 5(1), 32–50.
Power, D., & Hyde, M. (2002). The Characteristics and Extent of Participation of Deaf and Hard-of-Hearing Students in Regular Classes in Australian Schools. Journal of Deaf Studies and Deaf Education, 7(4), 303–311.
Powers, S. (2003). Influences of Student and Family Factors on Academic Outcomes of Mainstream Secondary School Deaf Students. Journal of Deaf Studies and Deaf Education, 8(1), 57–78.
Reilly, S. et al. (2010). Predicting Language Outcomes at 4 Years of Age: Findings from Early Language in Victoria Study. Pediatrics, 126(6), e1530–e1537.
Rešić, B., Solak, M., Rešić, J., Lozić, M. (2007). Poremećaj pažnje s hiperaktivnošću. Paediatria Croatica, 51 (1), 170–179.
Rulebook: Pravilnik o ocenjivanju učenika u osnovnom obrazovanju i vaspitanju. Službeni glasnik RS, 67/13.
Saklofske, D. H. et al. (2012). Relationships of Personality, Affect, Emotional Intelligence and Coping with Student Stress and Academic Success: Different Patterns of Association for Stress and Success. Learning and Individual Differences, 22(2), 251–257.
Scott, T. M. et al. (2019). An Examination of the Association Between MTSS Implementation Fidelity Measures and Student Outcomes. Preventing School Failure: Alternative Education for Children and Youth, 63(4), 308–316.
Shalev, R. S. (2004). Developmental Dyscalculia. Journal of Child Neurology, 19(10), 765–771.
St Clair, M. C., Pickles, A., Durkin, K., Conti-Ramsden, G. (2011). A Longitudinal Study of Behavioral, Emotional and Social Difficulties in Individuals with a History of Specific Language Impairment (SLI). Journal of Communication Disorders, 44 (2), 186–199.
Subotnik, R. F., Olszewski-Kubilius, P., Worrell, F. C. (2011). Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science. Psychological Science in the Public Interest, 12(1), 3–54.
Tharpe, A. M., Ricketts, T., Sladen, D. P. (2003). FM Systems for Children with Minimal to Mild Hearing Loss. In: D. Fabry & C. D. Johnson (Eds.), ACCESS: Achieving Clear Communication Employing Sound Solutions-2003. Proceedings from the First International FM Conference (191–197). Stäfa: Phonak AG.
Tomblin, J. B., Zhang, X. Y., Buckwalter, P., O’Brien, M. (2003). The Stability of Primary Language Disorder: Four Years after Kindergarten Diagnosis. Journal of Speech Language and Hearing Research, 46(6), 1283–1296.
Topor, D. R., Keane, S. P., Shelton, T. L., Calkins, S. D. (2010). Parent Involvement and Student Academic Performance: A Multiple Mediational Analysis. Journal of Prevention & Intervention in the Community, 38(3), 183–197.
Wilens, T. E. et al. (2002). Psychiatric Comorbidity and Functioning in Clinically Referred Preschool Children and School-Age Youths with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 41(3), 262–268.
Whear, R. et al. (2013). The Effect of Teacher-Led Interventions on Social and Emotional Behaviour in Primary School Children: A Systematic Review. British Educational Research Journal, 39(2), 383–420.
Zhao, Y. & Castellanos, F. X. (2016). Annual Research Review: Discovery Science Strategies in Studies of the Pathophysiology of Child and Adolescent Psychiatric Disorders-Promises and Limitations. Journal of Child Psychology and Psychiatry, 57(3), 421–439.
Detalji u vezi sa uređivačkom politikom, uključujući i autorska prava, dostupni su na sajtu SCIndeks.
http://scindeks.ceon.rs/journalDetails.aspx?issn=0354-3293