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    Wyświetlanie 1-3 z 3
    Tytuł:
    Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic
    Autorzy:
    Buchnat, Marzena
    Wojciechowska, Aneta
    Powiązania:
    https://bibliotekanauki.pl/articles/941446.pdf
    Data publikacji:
    2020-10-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    online teaching
    student with mild intellectual disability
    student with ASD
    COVID-19
    Opis:
    The situation of the pandemic of SARS-CoV-2 virus that causes COVID-19 disease is a new and unknown situation for everyone, causing fear and uncertainty. It is also a situation that has led to numerous changes in the everyday life of many people, including students who had to adapt to the new reality of distance education from day to day. The paper concerns with the situation of online education of students with mild intellectual disability and autism spectrum disorder. It is an attempt to indicate the difficulties encountered by this group of students in the situation of distance learning from a perspective of both the student and the teacher. The paper also indicates the issues which should be considered in this education, the way of its adaptation to the possibilities of the discussed group of students, as well as elements which are really important in this education.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2020, 29; 149-171
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Metoda projektów płaszczyzną inkluzji dla dzieci z lekką niepełnosprawnością intelektualną
    The project method as the plane of inclusion for children with mild intellectual disabilities
    Autorzy:
    Buchnat, Marzena
    Powiązania:
    https://bibliotekanauki.pl/articles/920037.pdf
    Data publikacji:
    2013-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    the project method
    inclusion
    a student with mild intellectual disability
    Opis:
    The project method as a teaching method, which is based on activating teaching strategies, ensures holistic development of a child. It allows to select activities for children at different stages of development, stimulates thinking, teaches to put the newly acquired knowledge into practice and enables to learn through doing, which in particular raises the level of effectiveness of teaching children with mild intellectual disabilities. The joint teamwork of the whole class on the project helped them to enter the social life of the school, becoming a good plane of inclusion. However, according to the studies, the problem is the knowledge and awareness of possibility of applying this method by primary education teachers to support the school functioning of children with special educational needs including those with mild intellectual disabilities.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2013, 3; 31-44
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Trudności nauczycieli szkół ogólnodostępnych w ocenianiu uczniów z lekką niepełnosprawnością intelektualną
    Difficulties Faced by Mainstream School Teachers when Assessing Students with Mild Intellectual Disabilities
    Autorzy:
    Buchnat, Marzena
    Powiązania:
    https://bibliotekanauki.pl/articles/920817.pdf
    Data publikacji:
    2018-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    grading children
    student with mild intellectual disability
    teacher
    public school
    Opis:
    Grading children is of great importance in the educational process. It allows children to learn about their abilities thus shaping their self-esteem and also to define themselves in relation to other people, points to resources and areas for work, builds motivation to undertake further activity, which is why it is particularly important for students with mild intellectual disabilities. However, the grading process is very complex and requires teachers’ knowledge and skills in this area. The aim of the research was to determine what dilemmas in grading students with mild intellectual disabilities teachers of mainstream schools have. The results obtained show that the grading this group of students gives teachers many difficulties and it is therefore necessary to make many changes in this area to make evaluation a factor supporting the effectiveness of education of children with mild intellectual disabilities, and thus a factor that optimizes their development.
    Źródło:
    Studia Edukacyjne; 2018, 51; 523-539
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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