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    Wyświetlanie 1-11 z 11
    Tytuł:
    Orzeczenie o potrzebie kształcenia specjalnego jako podstawowy dokument organizowania warunków kształcenia specjalnego
    Ruling on the Beed for Special Education as the Basic Document for Organising Conditions for Special Education
    Autorzy:
    Wielebski, Mariusz
    Powiązania:
    https://bibliotekanauki.pl/articles/1371306.pdf
    Data publikacji:
    2018-10-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    ruling
    disability
    special educational needs
    special education
    Opis:
    Parents who have children with intellectual disability have many difficulties in getting help for their children. First step is collecting documents, second is delivering to Poradnia Psychologiczno – Pedagogiczna, third waiting for the decision, fourth giving it to school and finally getting help. I try to help them and other people. I show, how is important cooperation between parents-teachers-specialist. If it is well we haven’t any problems and everything is easy and short.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 20; 161-178
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Cooperation of teacher aides, families and teachers in the process of school integration
    Współpraca nauczycieli wspomagających, rodzin i nauczycieli w procesie integracji w szkole
    Autorzy:
    Turzák, Tomáš
    Powiązania:
    https://bibliotekanauki.pl/articles/920171.pdf
    Data publikacji:
    2014-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    integration
    teacher aides
    familie
    special educational needs
    Opis:
    This article deals with the issue of tasks that teacher aide faces by education of children with special educational needs who are integrated in common classes in Slovak republic. Author concerns with theoretical issues of cooperation of teacher aide and parents of child with special educational needs. Author deals with the field of special competence of teacher aides in details.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2014, 7; 75-82
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Students with special educational needs in distance learning during the COVID-19 pandemic – parents’ opinions
    Autorzy:
    Trzcińska-Król, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/941453.pdf
    Data publikacji:
    2020-10-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    parents
    opinions
    children with special educational needs
    distance learning
    Opis:
    This article focuses on how children with special educational needs, psychological and pedagogical opinions and advice and guidance on how to work with them, and their parents are coping in a distance learning situation. Four research problems have been formulated, i.e., What changes do parents notice in the child’s motivation to learn during distance learning education? What limitations and difficulties arise with distance learning education? What are the attitudes of children during distance learning in the opinions of their parents? Do parents notice any progress in their children’s learning during distance learning education? For research on the key methods used and interview technique. The research was conducted on the basis of the opinions of parents, who during distance learning education were stronglyinvolved in the educational processes of their children, and often took on the role of a teacher. Self-study for children is limited by the challenge, cannot be met, and remote learning evokes great emotions in them. In the opinion of parents, distance learning education tools are not conducive to the focus of attention on the part of their children.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2020, 29; 173-191
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego
    From the decision on special education eligibility to an individual educational and therapeutic plan
    Autorzy:
    Wielebski, Mariusz
    Powiązania:
    https://bibliotekanauki.pl/articles/1372653.pdf
    Data publikacji:
    2018-09-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    decision
    disability
    special educational needs
    special education
    individual educational and therapeutic plan (IETP)
    Opis:
    In my article I would like to show the complicated way from the decision about special education to individual educational and therapeutic plan. I am going to show how government statements are sometimes hard and complicated for parents, teachers and other specialists, who are looking after the children with special educational needs. I try to show everyday life in my job – teacher, specialist of pedagogical therapy. I hope my article will help and change our reality.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 22; 339-354
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The teachers’ self-efficacy and its importance for inclusive education
    Autorzy:
    NARKUN, ZUZANNA
    Powiązania:
    https://bibliotekanauki.pl/articles/938587.pdf
    Data publikacji:
    2019-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    self-efficacy
    inclusive education
    teacher
    students with special educational needs
    Opis:
    The aim of this article was to describe the teachers’ self-efficacy, self-efficacy for the purpose of inclusive practices, and to show its importance for the development of inclusion. Issues related to the self-efficacy of teachers (the definitions, the sources of self-efficacy, and the measurement of teachers’ self-efficacy) have been described. The resulting findings of the research on teachers’ self-efficacy, its antecedents and consequences have been presented. Moreover, connections between self-efficacy and effective implementation of inclusion have been discussed.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 25; 151-176
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Work of teachers co-organising the process of education of pupils with special educational needs in the opinions of public school teachers
    Autorzy:
    Niemiec, Marta
    Powiązania:
    https://bibliotekanauki.pl/articles/938913.pdf
    Data publikacji:
    2019-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    support teacher
    inclusive education
    pupil with special educational needs
    public educational system
    Opis:
    One of the key issues within the area of issues related to contemporary special education is inclusive education. The purpose of the presented article is to analyse the key entities participating in the teaching and upbringing of pupils in the public educational system – the roles, tasks, professional qualifications, predispositions and personality traits of teachers of pupils with special educational needs. The article also presents results of research carried out by the author among teachers at public schools in the Silesian Voivodeship.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 26; 81-102
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Inclusive education in the opinion of the teachers from special pre-schools, regarding the chances of success of the inclusive actions towards particular groups of students, education participants, and teachers’ seniority
    Autorzy:
    CHRZANOWSKA, IWONA
    Powiązania:
    https://bibliotekanauki.pl/articles/938567.pdf
    Data publikacji:
    2019-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Inclusive education
    special educational needs
    seniority of pre-school education teachers
    Opis:
    Within the context of the implementation of the inclusive education model, it seems important to learn the opinions of the teachers, particularly those teachers that are experienced in working with a child/student with a disability, regarding the chances of success of inclusive actions, both in the context of the type, and the level of severity of the developmental disorder, the hazard of the developmental disorder, as well as, regarding the remaining participants of inclusive education, i.e. students without or with special educational needs, however, displaying certain aptitudes. The text focuses on the teacher from the pre-school level of education, as well as, refers to the determination of their attitudes towards the realisation of the model ofinclusive education, as related to their seniority.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 25; 127-149
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Tendencje w orzekaniu o potrzebie nauczania indywidualnego w województwie małopolskim
    Tendencies in issuing decisions on the need for individual teaching in the Malopolska voivodship
    Autorzy:
    Gałuszka, Izabella
    Powiązania:
    https://bibliotekanauki.pl/articles/1372553.pdf
    Data publikacji:
    2018-09-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    education
    special educational needs
    acts of educational law
    teaching at home some groups of pupils with SEN
    Opis:
    The article is devoted to individual teaching as a form of education for pupils whose health condition prevents or significantly impedes school attendance. It is awarded by public psychological and pedagogical counselors at every educational stage from pre-school to post-gymnasium. Due to the time of research and collected data, the theoretical part of the book can be found not only in the laws and regulations of 2017, but also in the regulations which are no longer binding. The purpose of the dissertation is to answer the questions: What is individual teaching? On what basis can this form of education be obtained? What are the possible consequences of individual teaching? In the research part, the author analyzes data obtained fromthe resources of deliberately selected psychological and pedagogical clinics in Małopolskie Voivodship. The analysis was compiled with data from the Statistical Office in Krakow concerning the school year 2014/2015 and discussed.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 22; 355-374
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The opinions of foster parents on the personal level of cooperation with teachers in the context of children’s special educational needs. A scientific report
    Autorzy:
    Ćwirynkało, Katarzyna
    Bartnikowska, Urszula
    Powiązania:
    https://bibliotekanauki.pl/articles/941415.pdf
    Data publikacji:
    2020-10-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    children from foster families
    special educational needs
    foster parents
    cooperation between parents and the school
    Opis:
    Children from foster families are a specific group of students because they are often disabled, have special needs, difficulties and experienced violence or neglect. Foster parents have to face challenges related to their upbringing. The text is a scientific report presenting the opinions of foster parents on their cooperation with teachers. For this purpose, an interpretative paradigm was adopted and phenomenography was applied. The subjects (21 foster parents of school-age children) participated in three focus group interviews. Qualitative data analysis was used to identify positive and negative aspects of the foster parents’ experiences in cooperation with the school. The article is focused on the personal level of this cooperation. The answers provided by the parents in the study reveal predominance of negative experiences and emotions in this respect. The subjects pointed to such problems as: failure to notice and understand children’s problems/difficulties, the lack of individualization, maladjusted requirements, incompetence of teachers and the absence of informational feedback from the school. However, some respondents noticed positive elements of cooperation with teachers, such as the ability to recognize the child’s needs and problems by teachers and educators, sharing information about the child, taking into account the information provided by parents and adapting requirements to the child’s abilities. The results were used to develop recommendations aimed at improving cooperation between the school and foster parents.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2020, 29; 75-95
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wybory edukacyjno-zawodowe uczniów gimnazjów w tym uczniów ze specjalnymi potrzebami edukacyjnymi w kontekście kondycji doradztwa zawodowego
    Educational and occupational choices of secondary school students, including with special educational needs, in the context of the state of career counselling
    Autorzy:
    Kozielska, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1371287.pdf
    Data publikacji:
    2018-10-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    planning for the future educational and professional
    career counseling
    labor market
    youth
    vocational education
    students with special educational needs
    Opis:
    The proposed text is an illustration of research conducted in the first half of 2016 years of empirical verification planning future educational and vocational secondary school and upper secondary youth in Gniezno. When analyzing the situation of the local labor market and its prospects for the group of respondents was done between other high school students, because they are in a few years will include the labor market and indirectly (now) affect its shape. The awareness of their plans but allows us to predict, and thus the possibility of remedying causing difficulties in the labor market. In proposed project groups of respondents they were done as teenagers of secondary schools, directors of secondary schools and the largest local employers. Article focuses on students with special educational needs and on  issues concerning the condition of vocational education and educational and professional choices of young people, taken over their strategies in relation to the current needs of the local labor market
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 20; 123-142
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    From the segregation to the inclusion: Ukrainian realities of the education
    Od segregacji do inkluzji – realia ukraińskiej edukacji
    Autorzy:
    Kolypayeva, Alla
    Powiązania:
    https://bibliotekanauki.pl/articles/920429.pdf
    Data publikacji:
    2016-03-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    children with special psychological and physical needs
    educational process
    inclusion
    inclusive education
    special education
    Opis:
    Artykuł opisuje strategię ukraińskiej transformacji dotyczącej polityki edukacyjnej w zakresie włączania (inkluzji) – najważniejszej innowacji pedagogicznej XX w. Zauważalne jest, że idea uczenia we wspólnym nurcie nabiera właściwego znaczenia i staje się fundamentalną kategorią dydaktyczną. Wprowadzanie jej w życie ma złożony charakter, wymaga pogłębionego namysłu, rozwoju oraz wdrażania rozwiązań prawnych, programów zawierających treści psychologiczne, pedagogiczne i społeczne.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2016, 12
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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