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    Wyświetlanie 1-13 z 13
    Tytuł:
    Grasping the Concept of Inclusive School in Slovakia and England - Q Study
    Autorzy:
    Vančíková, Katarína
    Porubský, Štefan
    Šukolová, Denisa
    Sabo, Robert
    Vaníková, Terézia
    Powiązania:
    https://bibliotekanauki.pl/articles/1964335.pdf
    Data publikacji:
    2021-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    inclusive school
    inclusive education
    Q-methodology
    Opis:
    The aim of the study was to identify how education actors of two historically and culturally different countries - Slovakia and England - thought about the concept ’inclusive school’. The Q-methodology was used for this purpose, yielding 7 descriptions of inclusive school. The results indicated two facts: 1) there is a jointly shared semantic field that can be interpreted as a consequence of globalization trends in education, and 2) perceptions of inclusive education are influenced by the history of educational systems in the countries studied. Research findings confirm that despite a certain convergence trend, a local discourse still remains the crucial determining factor of the conceptual grasp of this issue.
    Źródło:
    The New Educational Review; 2021, 66; 159-169
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Beliefs on Inclusive Education Among Teachers and Students of Pedagogical Faculties in South-Eastern Poland
    Autorzy:
    Zaborniak-Sobczak, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/2159460.pdf
    Data publikacji:
    2022-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    inclusive education
    Profile of Inclusive Teachers
    Opis:
    The values teachers recognise are an important factor in their actions towards a diverse group of learners. Teacher education must systematically develop a conceptual and contextual understanding of inclusive education, and the assessment of teachers’ competencies in this area supports the building of knowledge regarding the direction of their professional development. The results of the research aimed at identifying the beliefs of teachers and students of pedagogical faculties on the values and competencies of teachers that are important in the context of inclusive education. The four core values and areas of competence of an inclusive education teacher are: differences between learners are considered a resource and an asset to education, supporting all learners, working with others, and personal and professional development of teachers. The research results show that in basic teacher education and professional development, attention should be paid to the development of competencies in the concepts of inclusive education and promoting the academic, practical, social and emotional learning of all learners.
    Źródło:
    The New Educational Review; 2022, 70; 133-144
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Slovak Teachers’ Attitudes Towards Inclusive Education
    Autorzy:
    Cabanová, Mariana
    Kasáčová, Bronislava
    Trnka, Marián
    Powiązania:
    https://bibliotekanauki.pl/articles/2034193.pdf
    Data publikacji:
    2022-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teacher
    attitudes towards inclusive education
    Opis:
    Inclusive education is a controlled process that creates an environment for education and training, respect for diversity, abilities, and various educational needs of a child or pupil. It is topical in most countries’ professional and legislative discourse. It turns out that teachers’ attitudes are one of the main pillars of inclusive education policy implementation. The present research aimed to pursue connections and relationships between the teachers’ pro-inclusive attitudes, length of experience, and content of their learning activities. The research sample consisted of 926 kindergarten and elementary school teachers; the TAIS was used (Saloviita, 2015) as the research tool. Results showed that kindergarten teachers had more positive attitudes towards inclusive education than elementary school teachers. There are themes in education through which elementary school teachers can be developed pro-inclusive attitudes.
    Źródło:
    The New Educational Review; 2022, 67; 207-217
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Study of Teachers’ Attitudes towards Inclusive Education Practice: The Case of Russia
    Autorzy:
    Chepel, Tatyana
    Aubakirova, Saule
    Kulevtsova, Tatyana
    Powiązania:
    https://bibliotekanauki.pl/articles/2004924.pdf
    Data publikacji:
    2016-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teachers
    attitudes
    inclusive education
    administrators
    Russia
    Opis:
    The aim of the present study was to investigate the attitudes of teachers and school administration towards inclusion. A distinctive feature of this study is the gradual increase in the number of its members as a result of the annual increase in the number of inclusive schools that was also reflected in the qualitative composition of the sample. The study was conducted with the use of a questionnaire distributed among teachers and school administration. The article presents the results of a 3-year study, which made it possible to track changes in their attitudes towards inclusive education. Results show that in general all the participants have a positive attitude towards inclusion. However, there is a difference between the groups of teachers and administrators, as well as the groups of teachers in rural and urban schools.
    Źródło:
    The New Educational Review; 2016, 45; 235-246
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Transforming to Teach in an Inclusive Paradigm
    Autorzy:
    Garnier, Philippe
    Powiązania:
    https://bibliotekanauki.pl/articles/2057075.pdf
    Data publikacji:
    2022-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    inclusive education
    paradigm
    perspectives of meaning
    teaching
    Opis:
    Since the Declaration of Salamanca and the Convention on the Rights of Persons with Disabilities, we have moved to an inclusive paradigm with regard to school. Mainstream schooling has become the rule. Thus, teachers in regular classes must work with all students, including those with special educational needs. It is not easy; many teachers face dilemmas in accommodating all types of students in the same classroom. This conceptual paper proposes a framework based on Mezirow’s transformative learning for understanding the transformations in teacher pedagogy needed to work in an inclusive school. It can be used as a basis for developing training mechanisms to support teachers in their transformation to work in an inclusive school.
    Źródło:
    The New Educational Review; 2022, 68; 129-138
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Empathic Sensitivity of Children with Special Educational Needs in Inclusive Learning Environment in Poland
    Autorzy:
    Barłóg, Krystyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1969295.pdf
    Data publikacji:
    2018-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    empathic sensitivity
    special educational needs
    inclusive education
    Opis:
    Empathic sensitivity or empathy is the basis for human interactions and communication, proper interpersonal relationships. As a process and phenomenon, it is particularly important in education and social and emotional functioning. The research, which has already been conducted, was focused on the development of empathic sensitivity of children and young, able-bodied people. The reform of education in Poland implemented in 1989 enabled students with special educational needs to access education in mainstream schools. Preliminary studies in this field are an attempt to show the empathic sensitivity of children with special educational needs who are learning together with healthy, non-disabled friends – their peers in mass education, which is inclusive. The aim of this paper is to present the research outcomes concerning inclusive education in the Podkarpackie Province, Poland.
    Źródło:
    The New Educational Review; 2018, 53; 273-282
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Inclusive Education in Ukraine: parents of Children with Disabilities Perspective
    Autorzy:
    Telna, Olha
    Klopota, Yevhenii
    Klopota, Olha
    Okolovych, Olena
    Powiązania:
    https://bibliotekanauki.pl/articles/1964262.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    inclusive education
    students with disabilities
    parents
    opinions
    Opis:
    Social and political transformations inevitably cause changes in people’s mindsets and result in conversion of a national educational system. Ukraine, as a post soviet country, is still trying to put away its totalitarian past and adopt the latest human rights policies that have been successfully functioning in the “developed” world for several decades. This study evaluates the quality of inclusive education in Ukraine, specifically focusing on services provided to families of students with disabilities whose views and opinions are often neglected by governmental officials responsible for creating inclusive environments.
    Źródło:
    The New Educational Review; 2021, 64; 225-235
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Validation of the inclusive competences scale for educators (InComSEdu)
    Autorzy:
    Štemberger, Tina
    Kiswarday, Vanja Riccarda
    Powiązania:
    https://bibliotekanauki.pl/articles/2004960.pdf
    Data publikacji:
    2016-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    preschool educators
    inclusive competences
    scale
    factor analysis
    internal consistency
    validation
    Opis:
    The study aimed to construct and validate the Inclusive Competences Scale for educators (InComSedu). The basis for item generation was the “Profile of Inclusive Teachers”, a document developed by the european Agency for Special Needs and Inclusive education. Items were measured on a 5-point Likert scale. In order to test the validity and internal consistency of the scale, item analysis, exploratory and confirmatory factor analysis and Cronbach’s α were used. on a sample of Slovenian educators factor analyses proved the InComSedu had seven subscales: Team working and cooperation with others, Implementing knowledge about inclusive education and support, reflecting on and learning from inclusive practice, optimising challenges and approaching interdisciplinary, Accepting professional responsibility for each child’s development, Promoting resilience and professionality, and empowering children’s life skills. results indicate that InComSedu is a valid and reliable instrument for the evaluation of inclusive competences among educators.
    Źródło:
    The New Educational Review; 2016, 44; 243-254
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Supporting English Language Teachers in Teaching Autistic Primary School Learners
    Autorzy:
    Gałązka, Alicja
    Dick-Bursztyn, Marta
    Powiązania:
    https://bibliotekanauki.pl/articles/1967517.pdf
    Data publikacji:
    2019-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    autism
    ASD
    inclusive education
    special educational needs (SEN)
    English language teaching
    Opis:
    The aim of the paper is the presentation of the complex problem of a lifelong developmental disorder, known as Autistic Spectrum Disorders (ASD), in the context of inclusive education offered to these students in general, and in teaching of English as a Foreign Language in particular. First, the theories and typical symptoms of autism will be outlined, followed by examining the behaviours that enable teachers to recognise these form of disorders during lessons at school. Next we review some strategies and teaching techniques that may prove efficient and successful in the ELT classroom for both teachers and autistic students. Finally, we concentrate on the analysis of the data collected as a result of a small-scale qualitative study conducted among a group of EL teachers involved in teaching autistic learners. The study was designed with the purpose of interviewing teachers about the efficiency and successfulness of the currently recommended teaching techniques in their classrooms with ASD students.
    Źródło:
    The New Educational Review; 2019, 58; 191-207
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Increasing the Competence of Teachers in the Formation of Socio-Emotional Skills of Inclusive Classes Pupils
    Autorzy:
    Skrypnyk, Tetiana
    Maksymchuk, Mariia
    Martynchuk, Olena
    Suprun, Hanna
    Pavliuk, Roman
    Powiązania:
    https://bibliotekanauki.pl/articles/1964296.pdf
    Data publikacji:
    2021-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    social-emotional skills
    teacher competence
    pupils with SEN
    inclusive education
    expert coaching
    Opis:
    The article presents a study aimed at increasing the competence of teachers in the formation of social-emotional skills of inclusive classes pupils. Preliminary study showed a low level of teachers’ awareness of strategies to influence the social-emotional sphere of pupils and the lack of purposeful and consistent action in this direction. The proposed program of increasing the competence of teachers was based on the stages of consistent development of social-emotional skills. The conducted training program demonstrated a significant improvement in the ability of teachers to meaningfully develop social-emotional skills of inclusive classes pupils, which is an important factor for their success in social interaction and life in general.
    Źródło:
    The New Educational Review; 2021, 65; 224-235
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    How inclusive education becomes a community project: a participatory study in the northwest of Spain
    Autorzy:
    Parrilla, A.
    Martinez-Figueira, E.
    Raposo-Rivas, M.
    Powiązania:
    https://bibliotekanauki.pl/articles/2011468.pdf
    Data publikacji:
    2015-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    inclusive schools
    education for all
    participatory research
    community-based research
    collaborative inquiry
    Opis:
    This paper shows how a participatory study on inclusive education was designed and developed in a town in the northwest of Spain. The methodology included the development of collaborative inquiries at intra-school, interschool and local levels. It was designed by following the principles of participative and community-based research. This study demonstrates diverse ways in which different educational levels face inclusion; the value of collaboration between agents and institutions for innovative thinking and practice; and the need to develop further and wider research connecting participatory research and community engagement movements to systematic research into inclusive education.
    Źródło:
    The New Educational Review; 2015, 42; 177-188
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Students’ Perception of Teachers’ Professional Competence in Working with Pupils with Intellectual Disabilities
    Autorzy:
    Żyta, Agnieszka
    Kazanowski, Zdzisław
    Powiązania:
    https://bibliotekanauki.pl/articles/2191730.pdf
    Data publikacji:
    2023-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teachers’ competence
    students of educational sciences
    pupils with
    intellectual disabilities (ID)
    inclusive education
    Opis:
    The paper presents the results of research on the opinions of students of preschool and early childhood education (PECE) and special education (SE) on the importance of having various specific professional competencies by a teacher of inclusive education. The study used the diagnostic survey method and involved 202 students from both fields of study. Five categories of professional competencies were analysed: evaluative, psychological, innovative, communicative, and substantive-methodical. Both groups state that a high level of professional competence is especially expected when working with a pupil with an intellectual disability (ID).
    Źródło:
    The New Educational Review; 2023, 71; 229-239
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Opportunities, Constraints and Prospects of Inclusive Pre-Primary Education for Children from Marginalized Roma Communities
    Autorzy:
    Lipnická, Milena
    Powiązania:
    https://bibliotekanauki.pl/articles/2032549.pdf
    Data publikacji:
    2014-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    children from marginalized Roma communities
    inclusive education
    kindergarten
    preparatory class
    preparatory year
    pre-primary education
    Opis:
    Analysis of the opportunities, constraints and prospects of pre-primary education of children from marginalized Roma communities was, is and will be the subject of many studies and constructive solutions at different levels of responsibility entities. All positive solutions and results in this area are a step closer to the inclusive education in kindergarten. Theoretical considerations, research findings and practical experiences of teachers are used to formulate key actions for successful pre-primary education for children from marginalized Roma communities in the process of inclusive education. Musing on inclusive education of the study was replaced by pragmatic solutions in the form of concrete measures for the reality and for the vision of an inclusive education of children from marginalized Roma communities in kindergartens.
    Źródło:
    The New Educational Review; 2014, 38; 57-71
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-13 z 13

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