Temat: special schools - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Therapeutic Preferences of Arts Therapists in Educational Environments - A Cross-Sectional Study in the Czech Republic
Autorzy:: Kantor, Jiří
Chráska, Miroslav
Powiązania:: https://bibliotekanauki.pl/articles/1964278.pdf
Data publikacji:: 2021-06-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: arts
therapy
education
schools
special needs
Opis:: A growing number of arts therapists around the world work in schools, but information on their practices is limited. The aim of this work is to examine the theoretical influences and therapeutic trends prevalent in Czech educational institutions. Data obtained from 142 respondents were collected using the “Practice of Arts Therapies” questionnaire. Based on a statistical analysis of the responses, the results show that therapists prefer predominantly humanistic trends with a wide range of other therapeutic influences based on assimilative integration tendencies. Contrary to the initial assumptions, it was found that there is little difference in the preferences for trends in different work environments. The results can be used for international comparisons of arts therapies in the educational environment, as they seem to be an important area of interdisciplinary practice associated with education.
Źródło:: The New Educational Review; 2021, 64; 73-84
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Self-regulation of Learning in Secondary School Students with Special Educational Needs and other Students of Vocational and Technical Schools
Autorzy:: Bakracevic Vukman, Karin
Funcic Masic, Tamara
Schmidt, Majda
Powiązania:: https://bibliotekanauki.pl/articles/18104564.pdf
Data publikacji:: 2013-09-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: self-regulation
learning
students with special educational needs
other students
vocational and technical schools
Opis:: Our study examined the differences between students with special educational needs (SEN) and other students in vocational and technical schools in different areas of self-regulation: learning motivation, cognitive and metacognitive strategies and emotional regulation in learning. The sample consisted of 140 students, of whom 20 were students with SEN. Differences between students were most often expressed in the area of lower perceptions of self-efficacy. With respect to the regulation of time and study environment, the students with SEN had greater problems with following the study schedule than other students; in the area of taking responsibility for learning, the students with SEN gave up faster and did not persevere in studying the more difficult subject matter. The students with SEN also expressed less positive beliefs about themselves and their abilities; they sought study support later or not at all compared to other students and gave up on studying more difficult course material. In inclusive classes with the students with SEN, the teachers should dedicate more time to develop self-regulated learning skills and strategies and thus increase students’ feeling of control over the learning process.
Źródło:: The New Educational Review; 2013, 33; 295-305
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

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