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Wyświetlanie 1-15 z 21
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:
Attitudes of Teachers from Mainstream Schools to Education Including Children with Disabilities
Autorzy:
Sakowicz-Boboryko, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/1967952.pdf
Data publikacji:
2019-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
inclusive education
attitude
teachers
students with disabilities
Opis:
The article presents a study whose aim was to learn the attitudes of teachers of upper elementary grades from mainstream schools to education including students with disabilities. It was also an attempt to learn their opinions on the chances and limitations of implementing inclusive assumptions in educational practice as well as their needs and expected support in the performance of professional tasks related to teaching students with disabilities. The study involved 145 teachers of grades 4-8 of elementary schools. The following research tools were used: The Scale of Teachers’ Attitudes to Inclusive Education, developed on the basis of the Survey of Attitudes Toward the Inclusion of Students with Special Needs by M.A. Winzer (Polish adaptation by W. Pilecka & J. Kossewska), and a survey questionnaire for teachers. The obtained results show that many teachers approach skeptically the new solutions in education for students with disabilities. Their ambiguous or negative attitude to inclusive education corresponds to the sense of lack of proper preparation to teaching students with disabilities and a critical assessment of the state of readiness of mainstream schools (both in formal and social/mental terms) to the implementation of educational inclusion assumptions.
Źródło:
Kultura i Edukacja; 2019, 4(126); 109-124
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Special Education in the Context of Educational Shifts towards Inclusion
Autorzy:
Papuda-Dolińska, Beata
Powiązania:
https://bibliotekanauki.pl/articles/1985556.pdf
Data publikacji:
2018-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
special education
inclusive education
special educational needs
disability
Opis:
The paper analyzes a confusion in the special education field caused by paradigm shifts towards social model of disability and inclusive model of education of children with special needs. Theoretical considerations concern the changes in the subject of the special education field’s interests, terminology, teaching methods and methodology employed by a special education discipline. In the paper special education’s and inclusive education’s assumptions were confronted. As it turned out, in many points they are contradictory. Especially, the notion and practice of categorization rooted in traditional special education and demonstrable in special needs definition, teachers’ training or teaching methods seem to be very difficult challenges for implementation of inclusive education.
Źródło:
Kultura i Edukacja; 2018, 2(120); 174-191
1230-266X
Pojawia się w:
Kultura i Edukacja
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:
Two Cultures of Inclusive Education of Learners with Disabilities as Two Borderland Cultures
Autorzy:
Gajdzica, Zenon
Powiązania:
https://bibliotekanauki.pl/articles/1985848.pdf
Data publikacji:
2018-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
culture of inclusive education
learner with disability
borderland
Opis:
Two currents of educational inclusion have been discussed in this study. The first one is built on the transformations of special education and constitutes the evolution of its basic assumptions. The second is viewed as the deconstruction of special education, it cuts off its traditions and its elaborated concepts. The thesis is put forward here that both currents can be described and explained with the use of the concept of cultural borderlands. The assumption is made that the space of inclusive school constitutes a certain borderland territory, where cultures get in touch. In the discussed case, this pertains to the dominating culture of full ability and the dominated culture of disability, as well as to the traditions of special education and mainstream (open access) education. Depending on the applied and fulfilled assumptions, these cultures differentiate the foundations of the discussed currents in inclusion. The hidden or explicit dimensions of the clashing, coexistence and integration of these cultures can be noticed, interpreted and understood by placing them in basic (due to the limited framework of this study – here: simplified) concepts of borderlands, elaborated within sociology and multicultural education. What is also assumed here is that no awareness of differences in understanding the cultures of inclusion leads to incommensurable methodological assumptions, which substantially undermines the organization of inclusive education in practice. The study is aimed not only at describing the assumptions of two currents of educational inclusion of learners with disability, but also at generating the awareness of the consequences of their theoretical assumptions in the daily routine at school. In the first part of the text, the basic assumptions of school culture are characterized, with special regard to the culture of inclusive school. Then, the two currents of educational inclusion are described and confronted with the basic premises of borderland cultures. The whole is completed with the final conclusion concerning educational practice.
Źródło:
Kultura i Edukacja; 2018, 4(122); 63-76
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Entrenching public relations as inclusive education strategy to generate reliable crime statistics in Nigeria
Autorzy:
Ogbonnaya, Dickson
Mahmoud, Ahmed Tanimu
Odinaka, Ugwukwu Vitalis
Powiązania:
https://bibliotekanauki.pl/articles/1933321.pdf
Data publikacji:
2021-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Inclusive education
Public Relations
Crime statistics
Interests
Law enforcement
Nigeria
Opis:
The inclusiveness of education drives sustainable public relations for reliable crime statistics report is determined by power play among critical actors in the sector whose interest are dichotomized into vested and entrenched interests that shaped public opinion on education and crime rate. Access to education can only be inclusive when all stakeholders are involved in its planning, execution and delivery of knowledge in a manner that does not discriminate in access and delivery. However, there is a disconnect between what knowledge is allowed to feed public opinion using public relations by the entrenched and vested interest in the education and law enforcement sectors. While clamor for inclusive education heighten across social class, the cost component of access is not accessible to all. Therefore, the paper argues that deepening equity and inclusiveness in education and law enforcement will neither allow access discrimination nor spurious reportage within the public domain using public relations. It further posits that disparage public opinion on education and law enforcement using public relation mutilate reality and creates false impression that negatively affect planning and development. Edwin Sutherland (1947)`s Differential Association-reinforcement theory of criminal behavior provided the framework while the design was exploratory. Qualitative data was purposively gathered from National Open University of Nigeria (NOUN), University of Abuja (UA), and Divisional Police Headquarters Lugbe. The preliminary fi ndings reveal that equity and inclusive education is necessary sustain objective public relation that will not misguide professional and public on crime statistics in Nigeria.
Źródło:
Reality of Politics; 2021, 15; 72-95
2082-3959
Pojawia się w:
Reality of Politics
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:
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
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