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    Wyświetlanie 1-4 z 4
    Tytuł:
    Kształcenie nauczycieli szkół specjalnych w wybranych krajach europejskich w okresie dwudziestolecia międzywojennego
    Training of special school teachers in selected european countries in the inter-war period
    Autorzy:
    Czarnecka, Iwona
    Powiązania:
    https://bibliotekanauki.pl/articles/38576877.pdf
    Data publikacji:
    2023
    Wydawca:
    Związek Nauczycielstwa Polskiego
    Tematy:
    special schools
    teachers
    courses
    institutes
    education
    Opis:
    Aim: The aim of this text is to present the methods of educating special school teachers in selected European countries in the interwar period. Methods: While working on the text, the methods appropriate for the history of child-rearing and social science were applied. Results: The result is an indication of similarities and differences in the way of educating special school teachers in selected European countries. Conclusions: In most European countries, in the interwar period, special school teachers were trained to work on courses for professionally active teachers, only in a few countries, including Poland, separate institutes operated.
    Źródło:
    Przegląd Historyczno-Oświatowy; 2023, LXVI, 3-4; 24-34
    0033-2178
    Pojawia się w:
    Przegląd Historyczno-Oświatowy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Visual parameters of Polish special schools students
    Autorzy:
    Buczkowska, H.
    Miskowiak, B
    Powiązania:
    https://bibliotekanauki.pl/articles/173971.pdf
    Data publikacji:
    2014
    Wydawca:
    Politechnika Wrocławska. Oficyna Wydawnicza Politechniki Wrocławskiej
    Tematy:
    refractive errors
    spatial vision
    special schools
    vision screening
    visual acuity
    Opis:
    The purpose of this study was to coduct a visual screening of students in special schools with a set of tests chosen by the faculty and staff of the Department of Optometry and Visual System Biology of Poznań University of Medical Sciences. Students mentally handicapped (N = 318) between the age of 7 and 22 (mean age 14.4 ± 2.84) were screened. Group 1 were children aged 7 to 12 (n = 65), group 2 were subjects aged 13 to 16 (n = 167) and group 3 included people aged between 17 and 22 (n = 86). The scope of the screening included: auto-refractometer (Shin-Nippon A type) without cycloplegia, visual acuity for distance, positive lens test +1.00 D (diopter), spatial vision (stereo) at near, color vision and near point of convergence. 72 children (22.6%) were prescribed correction, but only 30 children actually wore glasses on a permanent basis (9.4%). Of those not using correction (n = 288): in group 1 the adopted criteria for visual acuity for the right eye were not met by the 38% of the respondents or 35% for the left eye; group 2 – 36% of the respondents failed (right eye) and 31% (left eye); 50% of students in group 3 did not meet the visual acuity criterion. Stereo was failed in groups 1 and 3 by almost 60% while in group 2 the test was failed by 47% of the respondents. The results of the refraction revealed a small degree of myopia in each eye of 38% in the entire sample. Hyperopia was found in 42% (right eye) of the students whereas 44% (left eye) in the entire sample. Astigmatism ranging from 0.75 to 2.00 D was noted in the case of 32% of people. This study indicates the need for a systematic vision screening, more than just visual acuity at distance, among the students in special schools.
    Źródło:
    Optica Applicata; 2014, 44, 2; 227-236
    0078-5466
    1899-7015
    Pojawia się w:
    Optica Applicata
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Special education versus inclusive education: examining concerns and attitudes of teaching professionals toward children with disabilities
    Autorzy:
    Sharma, Ambuj
    Dunay, Anna
    Dely, Reka Luca
    Powiązania:
    https://bibliotekanauki.pl/articles/499430.pdf
    Data publikacji:
    2018
    Wydawca:
    Wyższa Szkoła Biznesu w Dąbrowie Górniczej
    Tematy:
    Children with disabilities
    gender
    Hungary
    inclusive education
    special schools
    special teachers
    Opis:
    This article explores the perceptions and experiences of head teachers, teachers and conductor teachers towards students with disabilities, in the five schools of Budapest (Hungary). The study relied on a qualitative methodology. Qualitative instruments, i.e. semi-structured interviews were used to examine the participants’ day to day experiences with students with disabilities, their contribution in the learning process and their viewpoints on different aspects of special, as well as inclusive education in the overall development of students with disabilities. Fourteen interviews (both in English and Hungarian) were conducted in one inclusive and four special schools. Two teachers with disabilities also participated in this study. Results show that participants value an inclusive approach in the overall development of students with disabilities, but display mixed attitudes towards the ‘full’ participation of pupils with disabilities in inclusive classrooms. However, the majority of participants believed that every child with a disability has different education needs. Therefore, the type and severity of disability, ideally, should be a deciding factor in selecting an educational approach. The results also discuss the impact of teachers’ and children’s factors on the attitudes of teachers towards the participation of children with disabilities in general classrooms. There are very few published research papers in English concerning special/inclusive education in Hungary and this was one of biggest challenges faced by the authors in gathering information for this article. This study ends with recommendations for further studies
    Źródło:
    Forum Scientiae Oeconomia; 2018, Volume 6 (2018) Issue No. 1: Competitiveness of the modern organization: human, ethical and innovative aspects; 83-102
    2300-5947
    Pojawia się w:
    Forum Scientiae Oeconomia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zastosowanie technologii informacyjno-komunikacyjnych w edukacji uczniów z niepełnosprawnością intelektualną na II i III poziomie edukacyjnym
    The Application of Information and Communication Technologies in the Education of Students with Intellectual Disabilities at II and III Educational Level
    Autorzy:
    CHUDNICKI, ANDRZEJ
    MIELCZAREK, ANDRZEJ
    Powiązania:
    https://bibliotekanauki.pl/articles/456905.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    niepełnosprawność intelektualna
    technologie informacyjno-komunikacyjne
    młodzież niepełnosprawna
    szkoła specjalna
    intellectual disability
    information and communication technologies
    youth with disabilities
    special schools
    Opis:
    W artykule przedstawiono propozycję wykorzystania technologii informacyjnych i komunikacyjnych w pracy z dziećmi i młodzieżą niepełnosprawną intelektualnie w stopniu lekkim i umiarkowanym. Omówione zostały założenia teoretyczne oraz wstępna ewaluacja działań zreali-zowanych w ramach koła komputerowego funkcjonującego w internacie szkoły specjalnej.
    The article presents the use of information and communication technologies during work with children and young people with mild and moderate intellectual disabilities. The theoretical as-sumptions and the preliminary evaluation of activities realised within the computer course orga-nized in the boarding school of the special school were discussed.
    Źródło:
    Edukacja-Technika-Informatyka; 2018, 9, 1; 249-254
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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