1. komponenta

Lecture type	Total
Lectures	15

* Load is given in academic hour (1 academic hour = 45 minutes)

1. Describe specific learning difficulties, dyslexia, dysgraphia and dyscalculia.
2. Explain the characteristics of the teaching process in teaching children with difficulties in hearing, communication, language, speech, reading, writing and arithmetic.
3. Recognize and describe the characteristics of typical math development as well as math difficulties from the earliest age. Recognize the characteristics of dyscalculia. Describe the most common errors in dyscalculia related to the age and educational level.
4. Explain the peculiarities of solving math problems (learning styles) and the possibility of designing alternative strategies for students with difficulties and students with dyscalculia (especially in the domain of math language).
5. Present the educational adjustments for students with difficulties in math and students with dyscalculia, especially in the context of the application of technology.

1. , 1. Harackiewicz, J.M., Rozek, C. R., Hulleman, C. S. i Hyde, J. S. (2012) Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23(8), 899-906.
   
   2. Lenček, M. , Peretić, M. Arapović, D. (2008) Od "matematika mi ne ide" do diskalkulije. Zbornik radova s međunarodnoga znanstveno -stručnoga skupa. Zadar 30-31. svibnja 2008. 240-257.
   
   3. Mazzoco, M. M.; Myers, G. F. (2003) Complexities in Identifying and Defining Mathematics Learning Disability in the Primary School-Age Years Annals of Dyslexia. Vol. 53 (1) 218-253.
   4. Vancaš, M. (2004) Matematika - od znanja do poremećaja. Zrno. Časopis za obitelj, vrtić i školu 59-60.
   5. Vancaš, M. ; Pašiček, Lj. (1998) Matematičke sposobnosti u djece s teškoćama čitanja. Revija za rehabilitacijska istraživanja. Vol. 34 (2) 155-164.
   
   6. Vlahović Štetić, V. (2004) Rano učenje i poučavanje matematike.Zrno. Časopis za obitelj, vrtić i školu. 59-60., , , .
2. , 1) Dehaene, S.; Molko, N.; Cohen, L.; Wilson, A. L. (2004) Arithmetic and the brain. Current Opinion in Neurobiology. Vol. 14. 218-224.
   
   2) Feigenson, L.; Dehaene, S.; Spelke, E. (2004) Core systems of numbers. Trends in Cognitive Sciences. Vol. 8. 307-314.
   
   3) Fletcher, J. M.; Reid Lyon G., Fuchs, L. S. Barnes, M. A. (2007) Learning Disabilities. From Identification to Intervention. Chapter 8: Mathematics Disabilities. NY. The Guilford Press.
   
   4) Fuchs, L. S.; Fuchs, D.; Prentice, K (2004) Responsiveness to mathematical - problem - solving treatment among students with risk forma mathematics disability, with and without risk for reading disability. Journal of Learning Disabilities. Vol. 27. 273-306.
   
   5) Weedon, Ch. (2000) Specific difficulties and mathematics. U: Reid, G. (ed) Dimensions of dyslexia. Vol. 1. Assessment, teaching and the curriculum. Great Britain. Bell & Bain Ltd, Glasgow., , , .

Logopedija, 6. semestar - Regular studij - Speech and Language Pathology