{"id":937,"date":"2025-12-16T07:51:42","date_gmt":"2025-12-16T07:51:42","guid":{"rendered":"https:\/\/cskill.eu\/?page_id=937"},"modified":"2026-01-27T17:29:12","modified_gmt":"2026-01-27T17:29:12","slug":"digitalna-alatka-za-skrining-na-disleksija","status":"publish","type":"page","link":"https:\/\/cskill.eu\/cs\/alatki\/digital-dyslexia-screening-tool\/digitalna-alatka-za-skrining-na-disleksija\/","title":{"rendered":"Identifikuj a podporuj \u2013 Digit\u00e1ln\u00ed n\u00e1stroj \npro rozpozn\u00e1n\u00ed dyslexie"},"content":{"rendered":"
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t \r\n

N\u00e1vod k pou\u017e\u00edv\u00e1n\u00ed n\u00e1stroje \u201eIdentifikuj a podporuj\u201c<\/span><\/h2>\r\nTento screeningov\u00fd n\u00e1stroj je ur\u010den k tomu, aby pomohl kari\u00e9rn\u00edm poradc\u016fm a pracovn\u00edk\u016fm s ml\u00e1de\u017e\u00ed rozpoznat mo\u017en\u00e9 ukazatele dyslexie u st\u0159edo\u0161kolsk\u00fdch student\u016f.<\/span>\r\n\r\nNejedn\u00e1 se o diagnostick\u00fd n\u00e1stroj, ale \no prost\u0159edek k ran\u00e9mu rozpozn\u00e1n\u00ed, kter\u00fd m\u016f\u017ee napomoci k pl\u00e1nov\u00e1n\u00ed dal\u0161\u00ed podpory \u010di krok\u016f.<\/span>\r\n

P\u0159\u00edprava a prost\u0159ed\u00ed<\/span><\/h2>\r\nP\u0159ed pou\u017eit\u00edm n\u00e1stroje je nezbytn\u00e9 zajistit klidn\u00e9 a podporuj\u00edc\u00ed prost\u0159ed\u00ed. Student by se m\u011bl c\u00edtit pohodln\u011b, respektov\u00e1n a bez tlaku. Test by se m\u011bl ide\u00e1ln\u011b prov\u00e1d\u011bt v tich\u00e9m prostoru, bez ru\u0161iv\u00fdch vliv\u016f. V\u0159el\u00fd, empatick\u00fd p\u0159\u00edstup a nehodnot\u00edc\u00ed postoj poradce pomohou studentovi c\u00edtit se v bezpe\u010d\u00ed a odpov\u00eddat up\u0159\u00edmn\u011b.<\/span>\r\n\r\n \r\n\r\nM\u016f\u017eete n\u00e1stroj uv\u00e9st nap\u0159\u00edklad takto:<\/span>\r\n\r\n\u201eProjdeme si n\u011bkolik v\u00fdrok\u016f, kter\u00e9 n\u00e1m pomohou l\u00e9pe porozum\u011bt tomu, jak vn\u00edm\u00e1\u0161 \u010dten\u00ed, psan\u00ed a u\u010den\u00ed. Neexistuj\u00ed spr\u00e1vn\u00e9 ani \u0161patn\u00e9 odpov\u011bdi. Odpov\u00eddej pros\u00edm co nejpravdiv\u011bji podle sv\u00fdch vlastn\u00edch zku\u0161enost\u00ed.\u201c<\/span>\r\n\r\n \r\n\r\nPodpo\u0159te studenty, aby se ptali, pokud n\u011b\u010demu nerozum\u00ed. P\u0159ipome\u0148te jim, \u017ee <\/span>nejde o test inteligence<\/b> a \u017ee mnoho schopn\u00fdch a \u00fasp\u011b\u0161n\u00fdch lid\u00ed \u010delilo podobn\u00fdm v\u00fdzv\u00e1m.<\/span>\r\n

Jak n\u00e1stroj pou\u017e\u00edvat<\/span><\/h2>\r\n
    \r\n \t
  • Pokud je to pot\u0159eba, jednotliv\u00e9 ot\u00e1zky studentovi nahlas p\u0159e\u010dt\u011bte \u2013 zejm\u00e9na u t\u011bch, kte\u0159\u00ed maj\u00ed obt\u00ed\u017ee se \u010dten\u00edm.<\/span><\/li>\r\n \t
  • Dovolte studentovi zamyslet se a odpov\u00eddat bez sp\u011bchu.<\/span><\/li>\r\n \t
  • M\u016f\u017eete up\u0159esnit p\u0159\u00edklady, pokud si nen\u00ed jist\u00fd (nap\u0159. \u201er\u00fdmuj\u00edc\u00ed se slova jako sen - den\u201c).<\/span><\/li>\r\n \t
  • Odpov\u011bdi by m\u011bly vych\u00e1zet z osobn\u00ed zku\u0161enosti studenta, nikoli z domn\u011bnek o tom, co je \u201enorm\u00e1ln\u00ed\u201c.<\/span><\/li>\r\n<\/ul>\r\n

    Hodnocen\u00ed a interpretace v\u00fdsledk\u016f<\/span><\/h2>\r\nKa\u017ed\u00e1 odpov\u011b\u010f odpov\u00edd\u00e1 ur\u010dit\u00e9 bodov\u00e9 hodnot\u011b (dle intern\u00ed hodnotic\u00ed tabulky). Po se\u010dten\u00ed celkov\u00e9ho po\u010dtu bod\u016f:<\/span>\r\n\r\nV p\u0159\u00edpad\u011b ot\u00e1zek 1 a\u017e 17, je bodov\u00e9 hodnocen\u00ed:<\/span>\r\n
      \r\n \t
    • 1 bod (v\u016fbec ne)<\/span><\/li>\r\n \t
    • 2 body (trochu)<\/span><\/li>\r\n \t
    • 3 body (n\u011bkdy)<\/span><\/li>\r\n \t
    • 4 body (\u010dasto)<\/span><\/li>\r\n<\/ul>\r\nV p\u0159\u00edpad\u011b ot\u00e1zek 1 a\u017e 18, je bodov\u00e9 hodnocen\u00ed:<\/span>\r\n
        \r\n \t
      • 2 body (v\u016fbec ne)<\/span><\/li>\r\n \t
      • 4 body (trochu)<\/span><\/li>\r\n \t
      • 6 bod\u016f (n\u011bkdy)<\/span><\/li>\r\n \t
      • 8 bod\u016f (\u010dasto)<\/span><\/li>\r\n<\/ul>\r\nV\u00fdsledek testu by m\u011bl napov\u011bd\u011bt, zda student pot\u0159ebuje v\u00edce podpory a v\u00edce individu\u00e1ln\u00ed p\u0159\u00edstup.<\/span>\r\n\r\nTento n\u00e1stroj m\u00e1 slou\u017eit k otev\u0159en\u00ed rozhovoru a podpo\u0159e. Nikoli k n\u00e1lepkov\u00e1n\u00ed nebo diagnostice.<\/span><\/i>\r\n

        Hodnocen\u00ed a interpretace v\u00fdsledk\u016f<\/span><\/h3>\r\n

        Pod 86 bod\u016f \u2192 Nepravd\u011bpodobn\u00e1 p\u0159\u00edtomnost rys\u016f dyslexie<\/span><\/i><\/span><\/h4>\r\nStudent z\u0159ejm\u011b nevykazuje obt\u00ed\u017ee ve \u010dten\u00ed a psan\u00ed, kter\u00e9 jsou typick\u00e9 pro dyslexii. Pokud je v\u0161ak jeho \u0161koln\u00ed v\u00fdkon n\u00edzk\u00fd i p\u0159esto, m\u016f\u017ee b\u00fdt vhodn\u00e9 prozkoumat jin\u00e9 faktory nebo ov\u011b\u0159it, zda odpov\u00eddal up\u0159\u00edmn\u011b.<\/span>\r\n

        86\u2013129 bod\u016f \u2192 M\u00edrn\u00e9 rysy nebo ukazatele<\/span><\/i><\/span><\/h4>\r\nMohou b\u00fdt p\u0159\u00edtomny jemn\u00e9 projevy dyslexie. Tito studenti \u010dasto ve \u0161kole obstoj\u00ed, ale s v\u011bt\u0161\u00edm \u00fasil\u00edm. Doporu\u010duje se uplatnit podp\u016frn\u00e9 strategie a pozitivn\u00ed posilov\u00e1n\u00ed.<\/span>\r\n

        Nad 129 bod\u016f \u2192 Siln\u00e9 ukazatele dyslexie<\/span><\/i><\/span><\/h4>\r\nTito studenti pravd\u011bpodobn\u011b \u010del\u00ed v\u00fdrazn\u011bj\u0161\u00edm obt\u00ed\u017e\u00edm ve \u010dten\u00ed a psan\u00ed souvisej\u00edc\u00edm s dyslexi\u00ed. D\u016frazn\u011b se doporu\u010duje doporu\u010den\u00ed k form\u00e1ln\u00edmu vy\u0161et\u0159en\u00ed a z\u00e1rove\u0148 zaveden\u00ed individu\u00e1ln\u00ed podpory a p\u0159izp\u016fsoben\u00ed.<\/span>\r\n\r\nPokud je dyslexie rozpozn\u00e1na v\u010das je mo\u017en\u00e9 studenta podpo\u0159it, co\u017e m\u00e1 pozitivn\u00ed dopad, jak na jeho sebev\u011bdom\u00ed, tak v\u00fdsledky.<\/span><\/i><\/span>\r\n\r\n \r\n\r\nD\u016fle\u017eit\u00e9:<\/b><\/span>\r\n\r\nTento n\u00e1stroj m\u00e1 slou\u017eit k otev\u0159en\u00ed rozhovoru a podpo\u0159e, nikoli k n\u00e1lepkov\u00e1n\u00ed nebo diagnostice.<\/span>\r\n\r\n \r\n\r\nTento n\u00e1stroj m\u00e1 slou\u017eit k otev\u0159en\u00ed rozhovoru a podpo\u0159e, nikoli k n\u00e1lepkov\u00e1n\u00ed nebo diagnostice.<\/span><\/i><\/span>\r\n\r\n \r\n

        Dal\u0161\u00ed kroky:<\/span><\/h2>\r\nPokud jsou zji\u0161t\u011bny ukazatele dyslexie, m\u011bli by poradci:<\/span>\r\n
          \r\n \t
        • Probrat v\u00fdsledky se studentem a p\u0159\u00edpadn\u011b i s jeho z\u00e1konn\u00fdmi z\u00e1stupci (pokud je to vhodn\u00e9);<\/span><\/li>\r\n \t
        • Sd\u00edlet informativn\u00ed zdroje (nap\u0159. www.cskill.eu);<\/span><\/li>\r\n \t
        • Spolupracovat s u\u010diteli, odborn\u00edky;<\/span><\/li>\r\n \t
        • Podporovat siln\u00e9 str\u00e1nky studenta a prosazovat inkluzivn\u00ed p\u0159\u00edstupy.<\/span><\/li>\r\n<\/ul>\r\n

          D\u016fle\u017eit\u00e9:<\/span><\/h2>\r\n \r\n\r\nTento n\u00e1stroj neposkytuje diagn\u00f3zu. Je ur\u010den pouze pro z\u00edsk\u00e1n\u00ed v\u00edce informac\u00ed a doporu\u010den\u00ed. Pro form\u00e1ln\u00ed vy\u0161et\u0159en\u00ed se obra\u0165te na licencovan\u00e9ho odborn\u00edka.<\/b><\/span>\r\n\r\nTento screeningov\u00fd n\u00e1stroj je ur\u010den k tomu, aby pomohl kari\u00e9rn\u00edm poradc\u016fm a pracovn\u00edk\u016fm s ml\u00e1de\u017e\u00ed rozpoznat mo\u017en\u00e9 ukazatele dyslexie u st\u0159edo\u0161kolsk\u00fdch student\u016f.<\/span>\r\n\r\nNejedn\u00e1 se o diagnostick\u00fd n\u00e1stroj, ale \no prost\u0159edek k ran\u00e9mu rozpozn\u00e1n\u00ed, kter\u00fd m\u016f\u017ee napomoci k pl\u00e1nov\u00e1n\u00ed dal\u0161\u00ed podpory \u010di krok\u016f.<\/span>\r\n\r\nPouze odborn\u00edci by m\u011bli prov\u00e1d\u011bt odborn\u00e9 vy\u0161et\u0159en\u00ed a stanovit diagn\u00f3zu.<\/span>\r\n\r\nJedn\u00e1 se tedy o n\u00e1stroj, kter\u00fd m\u016f\u017ee nav\u00e9st u\u010ditele, kari\u00e9rov\u00e9 poradce k tomu, \u017ee studentovi budou v\u011bnovat v\u00edce pozornosti.<\/span>\r\n\r\n \t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
          \n\t\t\t\t\t\t\t
          \n
          \n
          <\/span>\/30<\/span><\/div><\/div>\n \n
          \n
          <\/div>\n \n \n \n
          \n \n \n
          \n
          \n \n \n

          Digit\u00e1ln\u00ed n\u00e1stroj \npro rozpozn\u00e1n\u00ed dyslexie<\/p>\n

          \u010c\u00e1st 1 Obecn\u00e1 pozorov\u00e1n\u00ed (Ot\u00e1zky 1 - 17)<\/span><\/h2>\n

          Tato \u010d\u00e1st se v\u011bnuje ka\u017edodenn\u00edmu chov\u00e1n\u00ed a zvyky spojen\u00e9 s psan\u00edm, \u010dten\u00edm a p\u0159\u00edstupu v hodin\u00e1ch.<\/span><\/p>\n

           <\/p>\n

          \u010c\u00e1st 2 Jazykov\u00e9 a liter\u00e1rn\u00ed schopnosti (Ot\u00e1zky 18 - 30)<\/span><\/h2>\n

          Tato \u010d\u00e1st se v\u011bnuje schopnostem spojen\u00fdm s \u010dten\u00edm, psan\u00edm a schopnost\u00ed porozum\u011bt a vyj\u00e1d\u0159it se.<\/p>\n<\/div>\n \n \n \n \n

          \n \n <\/div>\n \n \n \n <\/div>\n <\/div>
          \n
          \n
          <\/div>\n \n
          \n <\/i>\n \n <\/div>\n <\/div>\n <\/div>
          \n \n \n

          1 \/ 30<\/p>\n \n

          \n \n \n \n
          \n

          1. M\u00e1 pot\u00ed\u017ee porozum\u011bt \u010dten\u00e9mu textu?<\/p>\n\n <\/div>\n \n

          \n
          \n \n\n \n\n