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    Wyświetlanie 1-6 z 6
    Tytuł:
    Refleksja nauczyciela podstawą działań włączających w edukacji
    Autorzy:
    Skrzetuska, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/1789414.pdf
    Data publikacji:
    2019-11-03
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    teacher’s reflection
    inclusive education
    Opis:
    The article presents the role of teachers’ professional reflection in inclusive education. A teacher in a classroom with pupils with diverse educational needs (including persons with disabilities, behavioural disorders or coming from different cultures) faces many non-standard educational situations. He/She must modify his/her educational activities based on observation of phenomena, deepening his/her knowledge and reflection on his/her observations. In these activities he/she should get the help of specialists, school administration and social environment. The author draws a model of changing the personal professional knowledge of teachers of self-reflection.
    Źródło:
    Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 106-118
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Edukacja włączająca – korzyści dla uczniów z niepełnosprawnością i bez niepełnosprawności
    Autorzy:
    Gniazdowska, Karolina
    Powiązania:
    https://bibliotekanauki.pl/articles/1789424.pdf
    Data publikacji:
    2020-02-15
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    inclusive education
    benefits
    students
    disability
    Opis:
    Parents, teachers and students often wonder whether inclusive education brings benefits and enriches students with and without disabilities, or if it adversely affects one of the groups. Inclusive education has many benefits such as improving the quality of education for all students, overcoming social exclusion and combating discrimination. Inclusive education enables development for all students. There are benefits for students with disabilities such as the possibility of personal, intellectual and, above all, social development. Importantly, a student with a disability has a chance to develop in a natural environment. Students without disabilities can also experience the benefits of inclusive education. They have a chance to get used to difference, learn tolerance and sensitivity to the needs of others. Inclusive education can therefore significantly affect the students’ value system and bring positive changes in the attitudes of students with and without disabilities.
    Źródło:
    Kwartalnik Pedagogiczny; 2019, 64(4 (254)); 120-134
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Gotowość do akceptacji rówieśników z niepełnosprawnością intelektualną we wspólnej przestrzeni edukacyjnej
    Autorzy:
    Chodkowska, Maria
    Kazanowski, Zdzisław
    Powiązania:
    https://bibliotekanauki.pl/articles/1789418.pdf
    Data publikacji:
    2019-11-03
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    Integration readiness
    inclusive education
    intellectual disability
    Opis:
    The article presents the results of the analysis of the readiness of peers without disabilities to accept peers with intellectual disabilities in a common learning space. A total of 401 students, attending post-secondary schools, participated in the study. The Integration Readiness Scale was used to collect the research results. It was found that the level of readiness of youths from post-primary schools to function in a shared learning space with peers with reduced intellectual performance can be considered as satisfactory. At the same time, there was a significant variation in the results obtained which depended on the demographic characteristics selected, previous contacts with a person with disabilities at school, and the type of interaction distance to which the consent applied. Unfortunately, as the potential distance decreased so did the readiness to integrate learning with peers experiencing a reduced intellectual performance. In addition, a clearly greater readiness for both direct and indirect interactions (at further distances) was characteristic of girls when compared to boys. Furthermore, it has also turned out that students who had direct contact with peers with intellectual disabilities in their school education are characterised by a lower readiness to integrate, when compared to youths who did not have such contacts. The research results justify the need to better prepare students without disabilities to work together with such peers in the school environment.
    Źródło:
    Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 56-74
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wybrane aspekty czasu w dwóch koncepcjach edukacji włączającej uczniów z niepełnosprawnością
    Autorzy:
    Gajdzica, Zenon
    Powiązania:
    https://bibliotekanauki.pl/articles/1789413.pdf
    Data publikacji:
    2019-11-03
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    time
    distribution of time
    inclusive education
    learner with disability
    Opis:
    The article concerns the distribution of time as an important dimension of inclusive education. The major thesis of this study is comprised in the statement that two concepts of inclusive education most often distinguished in expert literature create the basis for different interpretations of the distribution of classroom time. In the first part of the text, the author presents characteristic features of two concepts of educational inclusion as well as some selected ways of approaching the significance of time in the form of education discussed. These issues have been viewed in the context of John Rawls’s two principles of justice. The essence of the study is the presentation of the results of some studies on the time devoted to individual work with a disabled learner in the mainstream class. These results have been briefly discussed and interpreted in the context of the assumptions of the different concepts of educational inclusion examined in the text.
    Źródło:
    Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 42-55
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    „Społeczeństwo dla wszystkich”, czy tylko „szkoła dla wszystkich” – opinie nauczycieli szkoły specjalnej, integracyjnej i ogólnodostępnej
    Autorzy:
    Skura, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/1789417.pdf
    Data publikacji:
    2019-11-03
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    inclusive education
    special education
    integrated education
    teacher of students with SEN
    special educational needs
    Opis:
    Teachers play a vital role in students’ intellectual and personal development, hence they help to prepare citizens. Therefore, it is worth asking what their views are on a “perfectly inclusive” world vision. To analyse the teachers’ perception, the study explored two areas: their outlook on an inclusive society and the importance of an inclusive education for marginalised groups. The research comprised teachers working with Special Educational Needs (SEN) students: 55 from integration schools, 48 from regular schools, 45 from special schools (those with intellectual disability (ID) and autism). The data was collected using a questionnaire. The findings highlighted that all groups thought that people with disabilities primarily needed help and support, special school teachers felt most strongly about this. Special educational needs teachers most strongly disagreed that their group were afraid of the disabled or felt hostility towards them compared to the other two groups. All groups had milder opinions regarding other types of marginalised people. The majority of special school teacher’s had views similar to general society regarding that the presence of refugees in society could pose a danger, whilst most teachers from regular schools thought that refugees were here for work and social care. In light of the study, all groups agreed that regular schools were not the best place for pupils with SEN, however they would make an exception for students with mild disabilities, the children of refugees, and those from national and ethnic minorities. Special schools teachers working with students with severe disabilities strongly agreed that students with an ID and autism generally, should stay in the separated model of education. All groups regarded that the goal of an “education for all” was an unrealistic expectation especially in the near future, just as the goal of an “inclusive society”.
    Źródło:
    Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 119-138
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    „To learn with” in the view of the holistic, relational and inclusive education
    Autorzy:
    Agnieszka, Nowak-Łojewska,
    Leah, O’Toole,
    Claire, Regan,
    Manuela, Ferreira,
    Powiązania:
    https://bibliotekanauki.pl/articles/892367.pdf
    Data publikacji:
    2019-04-30
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    children
    education
    holistic
    inclusive and relational pedagogy
    Opis:
    The text is an attempt at illustrating the category “to learn with…” in three approaches: holistic, inclusive and relational. Each of them brings in interesting solutions to work with children which originate in a constructivist-humanistic approach to education. The text points out the value of communication and building relationships between a teacher and a child; the sense of play and active learning by using a problem-solving approach, motivation and children’s interest in the world.
    Źródło:
    Kwartalnik Pedagogiczny; 2019, 64(1(251)); 151-162
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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