Temat: inclusive school. - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Special Education vs Inclusive Education in the Synergy of Educational Environments
Autorzy:: Andriichuk, Natalia
Powiązania:: https://bibliotekanauki.pl/articles/454152.pdf
Data publikacji:: 2017
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: special education
inclusive education
educational environments
special school
school with integrated study
inclusive school.
Opis:: Inclusive education can be considered a modern approach to the both general and special education. For providing the best conditions of getting a proper education for every student irrespective of their social status, gender, colour of skin, state of health, etc. it is essential to provide professional environment, support and assistance at schools for those who need it as well as create healthy educational environment in the students’ group. The problem is accomplished by the fact that not all students with special educational needs are recommended or able to visit public schools because of the extent of their disease. Therefore the role of special education here shouldn’t be abolished. So, the article is aimed to analyse the world scientific approaches to special and inclusive education and make a comparative characteristics of the three types of schools: special school, school with integrated study and inclusive school.
Źródło:: Multidisciplinary Journal of School Education; 2017, 12; 75-85
2543-7585
Pojawia się w:: Multidisciplinary Journal of School Education
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: The Development of the Idea of the Inclusion of Children with Special Educational Needs in View of Pre-School Education and Primary School
Autorzy:: Lewkowicz, Iwona
Jaszczyszyn, Elżbieta
Powiązania:: https://bibliotekanauki.pl/articles/507161.pdf
Data publikacji:: 2015
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: inclusion
inclusive education
special educational needs
kindergarten; school
Opis:: Modern views on education have evolved to regard it to be the right of every human being (regardless of gender, nationality, colour of skin, state of health or individual capabilities) to education. In order to provide the best conditions of education for students with various educational needs it is necessary to create a proper climate for working with them at school and in the family environment. What is needed here, is: a) a coalition of all entities responsible for providing psychological-educational assistance for a child and, b) a high level of education offered, c) development of schools and kindergartens, which will properly satisfy the needs of children with special educational needs. In this process it is necessary to create the legal basis for such actions, a climate of social acceptance, preparation of teachers and other staff working in educational institutions and organizing conditions and situations for direct contacts and interactions of children of diverse needs and development capabilities. Mutual relations can be maintained in a climate of acceptance, understanding, joy and sense of one’s personal development. Inclusive education is our hope for providing able-bodied students and students with special educational needs the sense of belonging to the same community, which is a school/kindergarten as well as to a globally organized human civilization.
Źródło:: Journal of Preschool and Elementary School Education; 2015, 8; 59-74
2084-7998
Pojawia się w:: Journal of Preschool and Elementary School Education
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Preparedness of Czech Primary School Teachers for Inclusive Primary Education
Autorzy:: Kaleja, Martin
Zezulková, Eva
Powiązania:: https://bibliotekanauki.pl/articles/454140.pdf
Data publikacji:: 2016
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: preparedness
teacher
primary school
child and pupil with special educational needs
inclusive education
research
social exclusion
Opis:: Preparedness of teachers to work with pupils with a need of supportive measures and especially with pupils who live and grow up in socially excluded localities, is very low. Quantitatively oriented research investigation8, carried out in 13 regions of the Czech Republic with the sample size of 2005 respondents, offers results that raise doubts towards the inclusively oriented primary education. The teachers are not ready for the phenomenon. This paper focuses on attitudinal constructs of the teachers which can be understood as evaluative relationship towards the observed phenomenon, whose form reflects the subjectively perceived preparedness. It concerned the orientation in the context of questions of social exclusion and school education, actual form of school environment and, ultimately, their own perception of school inclusion.
Źródło:: Multidisciplinary Journal of School Education; 2016, 9; 101-132
2543-7585
Pojawia się w:: Multidisciplinary Journal of School Education
Dostawca treści:: Biblioteka Nauki

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