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Tytuł:
The new school of Ukraine and the problems of provision of the qualitative education of the special children
Autorzy:
Victor, Syniov,
Oleksiy, Havrylov,
Powiązania:
https://bibliotekanauki.pl/articles/890373.pdf
Data publikacji:
2018-07-26
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
special education
children
inclusive education
socialization
Ukraine
Opis:
The article talks about the problems and the prospects of the development of school education of children with psychophysical violations placing the emphasis on the professed inclusive orientation of the new Ukrainian school. We analyze theoretical conditions and their practical implementation in the Ukrainian special education’s history. It enables the author to conclude on the main condition for providing the education quality for children with abnormalities of different nosology. Here, we speak about the special medical, psychological, and pedagogical provision, staff assistance and methodological support of their social and biological needs in rehabilitation and personal fulfillment, the necessity of compensatory and correctional work where there is a violation of the development and socialization of children
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2018, 5(1); 91-97
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rozpoznawanie i zaspokajanie potrzeb edukacyjnych i rozwojowych uczniów w szkołach powszechnych - analiza raportów Najwyższej Izby Kontroli z 2012, 2017 i 2020 roku
Recognizing and meeting the educational and development needs of students in mainstream schools: analysis of the Supreme Audit Office reports of 2012, 2017 and 2020
Autorzy:
Olechowska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/44308941.pdf
Data publikacji:
2022-05-31
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
specjalne potrzeby edukacyjne
dekonstrukcja pedagogiki specjalnej
edukacja integracyjna
edukacja włączająca
special educational needs
deconstruction of special education
integrational education
inclusive education
Opis:
Przedmiotem artykułu jest stan rozpoznawania oraz zaspokajania potrzeb rozwojowych i edukacyjnych uczniów w szkołach ogólnodostępnych, jego celem zaś jest ukazanie trwałego charakteru nieprawidłowości w wywiązywaniu się szkół z obowiązku udzielania pomocy psychologiczno-pedagogicznej jako wypadkowej przyzwolenia na braki i błędy profesjonalizmu w jej udzielaniu oraz trwałości pozytywistycznego paradygmatu i funkcjonalno-strukturalnego podejścia do ujmowania potrzeb edukacyjnych uczniów w szkole. Sformułowaną wyżej tezę staram się uzasadnić przypominając obowiązki jakie spoczywają w tym zakresie na dyrektorach szkół, nauczycielach, wychowawcach grup wychowawczych, nauczycielach-specjalistach oraz nauczycielach współorganizujących kształcenie i zestawiając je z wynikami trzech kolejnych kontroli przeprowadzonych w szkołach ogólnodostępnych. Analiza treści raportów Najwyższej Izby Kontroli z działań mających na celu ocenę organizacji kształcenia uczniów ze specjalnymi potrzebami edukacyjnymi oraz finansowania zadań z tego zakresu jest podstawą wniosków zgodnych z formułowanym przez badaczy postulatem dekonstrukcji założeń pedagogiki specjalnej.
The subject of this article is the status of recognizing and meeting the developmental and educational needs of students in mainstream schools, and its aim is to demonstrate the lasting nature of irregularities in the fulfilment of schools with the obligation to provide psychological and educational support as a result of consent to the inadequacies and errors of professionalism in providing it and the persistence of the positivist paradigm as well as functional and structural approach to recognizing the educational needs of students at school. I try to justify this thesis by recalling the responsibilities of headmasters, teachers, educators, specialist teachers and co-educators and by comparing them with the results of three subsequent audits carried out in mainstream schools. The meta-analysis of the content of Supreme Audit Office reports on activities aimed at assessing the organisation of education for students with special educational needs and the financing of such tasks, is the basis for conclusions consistent with the postulate formulated by researchers to deconstruct the assumptions of special education.
Źródło:
Problemy Opiekuńczo-Wychowawcze; 2022, 610(5); 42-53
0552-2188
Pojawia się w:
Problemy Opiekuńczo-Wychowawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education of students with intellectual disabilities in the United States, China and Poland. Analytical and comparative approach
Autorzy:
Aksamit, Diana
Chitiyo, Morgan
Wheeler, John
Powiązania:
https://bibliotekanauki.pl/articles/2079796.pdf
Data publikacji:
2021-12-21
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
students with intellectual disabilities
models of special education in the USA
China and Poland
Opis:
Until today, research about the education systems for students with intellectual disabilities has focused on how special education is organised for students who need specialist assistance. Available studies most often describe the education systems in the countries neighbouring Poland, in economically developed countries or in countries which have implemented innovative solutions unknown to other countries, into their educational policies. Poland draws from these types of solutions. It is impossible to describe, in one article, all the education systems for students with mild or severe intellectual disabilities in use around the world. The following two criteria for the selection of countries and their models or systems of education for students with intellectual disabilities were taken into account: (1) two largest countries with regards to population size and economic and financial development, namely the U.S. and China, referring to the educational system for students with intellectual disabilities in Poland; (2) significant differences but also similarities in special education systems and their services for students with intellectual disabilities in the U.S. and China in relation to Poland’s models of special education.
Źródło:
Człowiek - Niepełnosprawność - Społeczeństwo; 2021, 54(4); 49-61
1734-5537
Pojawia się w:
Człowiek - Niepełnosprawność - Społeczeństwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
An assessment of inclusive education in Sub Saharan Africa and a framework for evaluating an institution’s system
Autorzy:
Chitiyo, Argnue
Powiązania:
https://bibliotekanauki.pl/articles/2079805.pdf
Data publikacji:
2021-12-21
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
education students with disabilities in Africa
special education
inclusive education
barriers to implementation of inclusive education in Africa
students with disabilities
Opis:
Author of this article expresses belife that education is an essential tool for addressing most of the socio-economic challenges. Therefore, increasing access to education for children with disabilities can open up a whole lot of new and diverse opportunities for them. Base on datas the author certifyed, that most children with disabilities in African countries do not have access to good quality education. Consequently, they are less likely to get employed and are at increased odds of living in severe poverty. Traditionally, children with disabilities have been served in special education classes. However, not all schools in African countries have special education classes or facilities. According to the latest census data from across 11 African countries many children with disabilities are never enrolled into schools. This chapter summarizes the current state of affairs regarding the educational outcomes of children with disabilities, the challenges associated with adoption of inclusive education in African schools and proposes an inclusive education framework to facilitate its implantation and to guide schools in assessing their inclusive education efforts.
Źródło:
Człowiek - Niepełnosprawność - Społeczeństwo; 2021, 54(4); 119-130
1734-5537
Pojawia się w:
Człowiek - Niepełnosprawność - Społeczeństwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Działalność szkół i zakładów dla dzieci niemych i niewidomych, założonych z inicjatywy Żydów lwowskich w latach 1871–1939
Activities of schools and institutions for deaf and blind children established on the initiative of Lviv Jews from 1871 through 1939
Autorzy:
Łapot, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/903606.pdf
Data publikacji:
2018-11-08
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
history of special education
deaf
blind
Lviv
Jews
historia szkolnictwa specjalnego
głuchoniemi
niewidomi
Żydzi
Lwów
Opis:
The article describes the initiatives of the Jewish community in Lviv in the area of special education taken during the Galician autonomy period (1867–1918) and in independent Poland (1918–1939). It is based on little known references kept in Lviv and Cracow archives. Lviv Jews’ interest in the education of blind and deaf children was awaken by Vienna, where the first schools for the deaf and the blind in Europe had been established. The article presents the functioning of the first Jewish center for deaf children and adolescents on Polish lands – it was established by Izaak Józef Bardach in 1871. The institution functioned as a private school, supporting itself mainly through subsidies from the city of Lviv and from the local Jewish community till 1939 when it was incorporated into the state school for the deaf at Łyczakowskiej street. The Jews from Lviv contributed to the establishment of the first Jewish school for the blind in Poland. It was set up in Bojanowo in 1926 and transferred to Warsaw in 1936. The article expands the current state of research on the history of schooling for people with disabilities on Polish lands, showing the contribution of the Jewish community to the development of schools for the deaf and the blind.
W artykule scharakteryzowano inicjatywy społeczności żydowskiej we Lwowie w okresie autonomii galicyjskiej (1867–1918) oraz w niepodległej Polsce (1918–1939) w zakresie szkolnictwa specjalnego. Oparto się na nieznanych szerzej materiałach źródłowych, przechowywanych w archiwach lwowskich i krakowskich. Zainteresowanie Żydów lwowskich sprawami kształcenia dzieci głuchoniemych i niewidomych pobudził Wiedeń, gdzie powstały pierwsze w Europie żydowskie szkoły dla głuchoniemych i niewidomych. Przedstawiono funkcjonowanie pierwszego na ziemiach polskich żydowskiego zakładu dla dzieci i młodzieży głuchoniemej – w roku 1871 założył go Izaak Józef Bardach. Placówka ta działała jako szkoła prywatna, utrzymując się głównie z subwencji miasta Lwowa i miejscowej gminy żydowskiej aż do roku 1939, gdy została przyłączona do szkoły państwowej dla głuchoniemych przy ul. Łyczakowskiej. Żydzi lwowscy przyczynili się do powstania pierwszej w Polsce żydowskiej szkoły dla niewidomych. Została ona założona w Bojanowie w 1926 r., a w 1936 r. przeniesiono ją do Warszawy. Artykuł poszerza dotychczasowy stan badań nad dziejami oświaty osób niepełnosprawnych na ziemiach polskich, ukazując wkład środowiska żydowskiego w rozwój szkół dla głuchoniemych i niewidomych.
Źródło:
Szkoła Specjalna; 2018, LXXIX(4); 259-271
0137-818X
Pojawia się w:
Szkoła Specjalna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Professional training of psychologists in the field of special education
Autorzy:
Daria, Suprun,
Powiązania:
https://bibliotekanauki.pl/articles/890531.pdf
Data publikacji:
2018-03-01
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
methodology for psychological and pedagogical research in professional training
special psychologists
system of psychologist professional training in the field of special education
Opis:
The article deals with foundations of modern research in the context of special education psychologists. The problem of professional training of psychologists in the field of special education is firstly comprehensively studied on the basis of humanistic, axiological, epistemological, acmeological, systemic, contextual, integrative, activity, reflexive-activity, and personality-oriented approaches. The methodological aspects of this professional training have been developed and the training itself has been presented as a holistic systemic phenomenon in the educational space of higher pedagogical education. The essence of the training has been examined in various ways and on the basis of this training its classification characteristics, levels and systemic and structural components have been determined. This article also defines the content, organizational and pedagogical conditions and criteria for assessing the levels of formation of these components. What the article aims at is to highlight and characterize the key parts of the system of the phenomenon under investigation and to describe their interactions in the functions and forms of the investigated activity. It also develops and scientifically substantiates the methodology of research of the state of formation of the components of psychologist professional training. The essence of the modern technologies in higher educational institutions is also determined. Theoretical paradigm has been scientifically substantiated, the structural and functional, organizational and didactic model of the system of psychologist professional training in the field of special education has been developed and tested and the dynamics of the formation of its components according to the results of the implementation of this system have been highlighted. Particular attention has been paid to finding and developing the optimal set of methods of providing it, developing programs and defining the efficiency of a developed program. Finally, the article outlines prospects for further research in the context of improving professional training of psychologists in the field of special education.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2017, 4(2); 90-96
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Przenoszenie uczniów z głębszą niepełnosprawnością intelektualną ze szkół specjalnych. Badania wstępne rozpatrywane w kontekście uczniowskiego oporu
Transferring pupils with profound intellectual disabilities from special schools. Preliminary studies considered in the context of pupil resistance
Autorzy:
Gumienny, Beata
Powiązania:
https://bibliotekanauki.pl/articles/2079511.pdf
Data publikacji:
2020-11-10
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
edukacja specjalna
przenoszenie uczniów
głębsza niepełnosprawność intelektualna
opór wobec szkoły
special education
transferring students
profound intellectual disability
resistance to school
Opis:
W artykule zaprezentowano wstępne badania autorki dotyczące zjawiska przenoszenia uczniów z głębszą niepełnosprawnością intelektualną ze szkół specjalnych do ośrodków rehabilitacyjno-edukacyjno-wychowawczych. W badaniach uczestniczyli dyrektorzy ośrodków z ośmiu województw, którzy opiniowali sytuację uczniów, w tym przyczyny zmiany placówki. Prezentowane analizy umożliwiają wyodrębnienie kategorii zachowań uczniów określanych w literaturze przedmiotu jako opór wobec szkoły. Prezentowane opracowanie ulokowano w paradygmacie pedagogiki krytycznej, jak również krytycznej emancypacji, która pozwala na rozpoznanie elementów, zjawisk, działań utrudniających prawidłowe funkcjonowanie uczniów w środowisku szkolnym.
The article presents the author’s preliminary research on the phenomenon of transferring pupils with profound intellectual disability from special schools to rehabilitation, education and upbringing centres. Directors of centres from eight voivodships took part in the study, giving opinions on the situation of pupils, including the reasons for changing the institution. The presented analyses enable the identification of categories of pupil behaviour defined in the literature as resistance to school. This study is located in the paradigm of critical pedagogy, as well as critical emancipation, which allows the recognition of elements, phenomena and activities that impede the proper functioning of pupils in the school environment.
Źródło:
Człowiek - Niepełnosprawność - Społeczeństwo; 2020, 50(4); 59-78
1734-5537
Pojawia się w:
Człowiek - Niepełnosprawność - Społeczeństwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Trends of Modernization of professional training in the system of special education
Autorzy:
Maria, Sheremet,
Mykola, Suprun,
Daria, Suprun,
Powiązania:
https://bibliotekanauki.pl/articles/890497.pdf
Data publikacji:
2020-10-12
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
professional development
professional training
components of professional training
inter-and transdisciplinary
system of professional training in the field of special education
Opis:
The conceptual foundations of the theory and practice of the professional formation of the personality in the system of special education are substantiated. The essence of the given training is considered in various ways, on the basis of which its qualitative and classification characteristics, levels and systemic and structural components are determined; the content, organizational and pedagogical conditions and criteria for assessing the levels of formation of these components aredefined.The following components of professional training are defined: professional and motivational, cognitive and competence, operational and active, productive and reflexive. It is indicated that the given structural components are interrelated, interdependent and complementary to each other. Theoretical paradigm is scientifically substantiated, the structural-functional, organizational-didactic model of the system of professional training in the field of special education is developed and tested and the dynamics of the formation of its components according to the results of the implementation of this system is highlighted. Particular attention is paid to finding and developing of the optimal set of methods of its providing, developing programs and definition of developed program’s efficiency. The practical results of scientists’ work in defining spheres are analyzed. The results of the experimental study of the components of the professional readiness to work on a specialty are highlighted. The prospects for further research in the context of improving professional training in the field of special education are outlined.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2020, 7(1); 58-63
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tablets for inclusive teaching and learning in a mainstream setting - a need analysis
Autorzy:
Sylwia, Galanciak,
Anna, Weiss,
Miriam, Judge,
Clara, Grebe,
Claudinho, Nunez,
Jörg, Graf,
Maciej, Tanaś,
Felix, Kehl,
Powiązania:
https://bibliotekanauki.pl/articles/890315.pdf
Data publikacji:
2019-01-15
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
special educational needs
mobile technologies
tablets
inclusive education
Opis:
The article presents the results of international research on the use of mobile technologies as a support in the process of educating students with special educational needs. A team of researchers from five European countries conducted a survey among teachers using tablets while working with students with disabilities. Answers from the respondents reveal the image of educators who seek on their own, without any systemic support, opportunities to strengthen the educational opportunities of their pupils. The research results indicate that systemic organizational, methodical and financial solutions should be developed to facilitate the introduction of mobile devices for special and inclusive education.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2018, 5(2); 1-10
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
TEACHERS’ BELIEFS CONCERNING INCLUSIVE EDUCATION FOR STUDENTS WITH SPECIAL NEEDS RESEARCH REPORT
Autorzy:
KATARZYNA, ĆWIRYNKAŁO,
Agnieszka, Żyta,
Powiązania:
https://bibliotekanauki.pl/articles/903718.pdf
Data publikacji:
2019-08-28
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
inclusive education
teachers
students with special educational needs
Opis:
Inclusive education is becoming more and more common in Poland. The attitude of people working in a given setting, including teachers, is considered most important among the factors that are vital for successful inclusion (Hughes, 2006). They should accept the idea of school inclusion/integration and believe that a child should be in their setting. In the article, the Authors presented the findings of quantitative research conducted in 2012 among 138 teachers. The research subject were the opinions of special, integrated and mainstream teachers on teaching students with special educational needs and on their experiences in this area. The analysis showed teachers’ increasing openness (as compared to 2003) to inclusive education and statistically significant differences in attitudes toward inclusion for students with different disabilities among teachers working in different types of schools.
Źródło:
Szkoła Specjalna; 2015, LXXVI(4); 245-259
0137-818X
Pojawia się w:
Szkoła Specjalna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Włączenie dzieci ze specjalnymi potrzebami edukacyjnymi w proces edukacji ogólnodostępnej
Autorzy:
Gulzhan, Orazayeva,
Gulzhan, Tulebiyeva,
Powiązania:
https://bibliotekanauki.pl/articles/903635.pdf
Data publikacji:
2018-02-05
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
children with special educational needs
inclusive education
integration
compensation
development
Opis:
The problem of inclusive education is complex, debatable, but the main thing is that it is really a social issue because it affects the interests of a large number of people. The international community relates inclusive education to the category of legal issues as it calls upon the human right to quality education throughout life. Inclusive education is the state's policy that aims to remove barriers and enable all children to take an active part in education. Inclusive education is just beginning to develop in Kazakhstan. While school is not ready for serious reforms, it can and should take steps forward. Methodological provision for the inclusive educational space is still at the stage of primary development and testing, which considerably complicates the process of introducing practical solutions as methodological support requires a solid empirical base. Further improvement of the system of inclusive education for children with special educational needs requires, first of all, deep scientific understanding and modeling; also, all possible positive and negative consequences should be forecast.
Źródło:
Szkoła Specjalna; 2017, LXXVIII(5); 353-363
0137-818X
Pojawia się w:
Szkoła Specjalna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Students with special needs in the Kazakh educational system
Autorzy:
Ewa, Kulesza,
Laura, Butabayeva,
Powiązania:
https://bibliotekanauki.pl/articles/890487.pdf
Data publikacji:
2016
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
inclusive education
special needs
student
limited health abilities (developmental challenges)
Opis:
Till 1991, Kazakh education developed in line with education practiced in the Soviet Union; that is why, its system of special education and the theoretical and methodological basis were consistent with the Russian solutions. At present, education is being intensively restructured as the approach to students with special needs has changed. Inclusive education has become one of the priorities for the Republic of Kazakhstan (National Program of Education Development in the Republic of Kazakhstan in 2011-2020). A number of actions were undertaken in this area: legislation was adopted, and the knowledge of good educational practice used in other countries as well as the forms, principles and strategies of implementing the philosophy of education for all was gained. Data analysis showed that the majority of students with special needs (73 percent) are still in special preschools, schools, residential centers, and sanatorium- and hospital-based facilities. As part of inclusive education, special classes and groups are being organized in mainstream settings, and there are mainstream preschools and schools with groups and classes with two to three children with special needs, who have the same core curriculum as their nondisabled peers. Many creators of inclusive education in Kazakhstan emphasize that a friendly social environment is an important condition for successful implementation of inclusive education. That is why it is still topical and important to get to know this environment and to accurately estimate the number of people who need support.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2016, 3(2); 26-31
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Preparing would-be specialists to work with families of children with special educational needs
Autorzy:
Svitlana, Myronova,
Powiązania:
https://bibliotekanauki.pl/articles/890375.pdf
Data publikacji:
2017-09-28
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
children with special educational needs
working with families
professionals’ collaboration with families
special needs teacher
family education
Opis:
Collaboration with families raising a child with special educational needs, is part of the professional activities of special needs teacher and one of the conditions of its efficiency as a whole. The partnership of teachers and families provides effective psycho-pedagogical support of development of the pupils. Accordingly, experts of special and inclusive institutions shall be professionally competent in matters of such interaction. The study revealed certain gaps in the training of students to work with parents, the insufficiency of their practical readiness to work in partnership. Formation of readiness of future special needs teachers to work with families should be implemented in stages throughout the training period. Preparation tasks should gradually become more complex: from development of initial ideas about family education to master the creative experience in working with families. The implement of the underlying interdisciplinary linkages between disciplines of different cycles, practice of students, their independent and research work should be carried out. The technique of formation of readiness of future specialists to work with families of children with special educational needs requires significant changes as well. Development of modern content, methods of complete continuous training of future special needs teachers to work with families of students is the prospect of further scientific studies.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2017, 4(1); 52-57
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Is full inclusion always the answer?
Autorzy:
Gabrielle, Wilcox,
Powiązania:
https://bibliotekanauki.pl/articles/889132.pdf
Data publikacji:
2020-03-31
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
inclusive education
social/emotional/behavioral functioning
parents of children with Special Educational Needs (SEN)
effective provision of inclusive education
support for all students
Opis:
In this article the author presents inclusive education as a policy, which in recent decades has often been viewed as a moral imperative. She presents this issue in a dichotomous choice: either full inclusion or special education. This chapter joins other voices in arguing for a more nuanced approach to inclusive practice. One that demands better quality research on which to base decisions and puts student needs and goals above blanket policies that are applied indiscriminately. The author oncludes future research also needs to remediate current limitations of research of the efficacy and effectiveness of inclusive education including: limited comparison or control groups, weak research designs, no measures of treatment fidelity, lack of clarity in the outcome measures (academic, behavioral, adaptive, etc.), limited attention to what the benefits and detriments of inclusion are, variable impact across populations, and to implement more randomized control trials.
Źródło:
Człowiek - Niepełnosprawność - Społeczeństwo; 2020, 47(1); 5-15
1734-5537
Pojawia się w:
Człowiek - Niepełnosprawność - Społeczeństwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
„Mamo chcę się uczyć języka angielskiego” – asynchroniczny rozwojowo, uzdolniony językowo uczeń klasy I w procesie kształcenia z zakresu języka angielskiego
"Mom, I want to learn English" - a developmentally asynchronous, linguistically gifted 1st grade pupil in the English language education process
Autorzy:
Lisowska, Kinga
Powiązania:
https://bibliotekanauki.pl/articles/44322701.pdf
Data publikacji:
2023-07-13
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
asynchroniczność
dziecko zdolne
edukacja wczesnoszkolna
język angielski
specjalne potrzeby edukacyjne
asynchrony
gifted child
early childhood education
English language
special educational needs
Opis:
Artykuł przedstawia problematykę funkcjonowania ucznia uzdolnionego językowo w klasie I szkoły podstawowej, wykazującego cechy asynchronicznego rozwoju. Celem badania było wskazanie w jaki stopniu realizowana podstawa programowa oraz metody nauczania języka angielskiego odpowiadają na potrzeby 7-letniego chłopca w doświadczeniach dziecka i jego rodziców. W rozważaniach naukowych posłużono się indywidualnym studium przypadku z wykorzystaniem wywiadu częściowo kierowanego skoncentrowanego na problemie. Wyniki przeprowadzonych badań wykazały, iż program oraz metody kształcenia nie umożliwiają indywidualnego rozwoju dziecka w obszarze językowym przy jednoczesnym wzbudzaniu niechęci do uczestniczenia w procesie edukacji, co skutkuje pojawianiem się trudności emocjonalnych. Przeprowadzone badania skłaniają do podejmowania dyskusji nad potrzebą zmian w organizowaniu procesu kształcenia uczniów zdolnych, asynchronicznych rozwojowo w różnych przestrzeniach edukacji oraz do poszukiwania rozwiązań praktycznych.
The article presents the problem of functioning of a language-gifted pupil in the 1st grade of primary school during English lessons, showing features of asynchronous development. The goal of the research was to indicate to what extent the implemented core curriculum and teaching methods meet the needs of a 7-year-old boy in the experiences of the child and his parents. In the scientific inquiry, an individual case study was used with the use of a semi-directed, problem-focused interview. The results of the conducted research have shown that the curriculum and educational methods do not enable individual development of the child in the language area while arousing reluctance to participate in the education process. which results in the appearance of emotional difficulties. The conducted research encourages discussion on the need for changes in the organization of the education process of talented, developmentally asynchronous students in various areas of education and to search for practical solutions.
Źródło:
Problemy Opiekuńczo-Wychowawcze; 2023, 621(6); 38-47
0552-2188
Pojawia się w:
Problemy Opiekuńczo-Wychowawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 17

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