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Tytuł:
Innovation Policy for Promoting Inclusive Growth and Competitiveness in the EU and in Asian Countries
Autorzy:
Dziembała, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/558188.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Warszawski. Centrum Europejskie
Tematy:
Inclusive Innovation
Inclusive Growth
Innovation Policy
Opis:
When taking actions to promote the competitiveness of a given country or group, the benefi ts of higher growth and dynamic development should be reaped by all members of a given community or group and, thus, this growth should be inclusive. The aim of the paper is to present the role of the innovation policy in fostering inclusive growth in China and in the EU. It is arguable that this policy should, in particular, support the growth of inclusive innovation irrespective of the level or value of the economic growth of a given country. However, given the diverse conditions of each country and, thus, different issues to be tackled, inclusive innovation must consider how unique such countries are. Supporting and developing inclusive innovation is not only the exclusive policy of developing countries such as China. In the EU, fostering this kind of innovation is highly encouraged, which contributes to achieving sustainable growth and ensuring benefits from inclusive innovations to EU inhabitants given that this is the major priority of this union and the foundation on which further continued growth of the EU is built.
Źródło:
Studia Europejskie - Studies in European Affairs; 2018, 4; 199-211
1428-149X
2719-3780
Pojawia się w:
Studia Europejskie - Studies in European Affairs
Dostawca treści:
Biblioteka Nauki
Artykuł
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:
Modeling the development process of inclusive education in Ukraine
Modelowanie procesu rozwoju edukacji włączającej na Ukrainie
Autorzy:
Kovtoniuk, Mariana M.
Kosovets, Olena P.
Soia, Olena M.
Pinaieva, Olga Yu.
Powiązania:
https://bibliotekanauki.pl/articles/2174740.pdf
Data publikacji:
2022
Wydawca:
Politechnika Lubelska. Wydawnictwo Politechniki Lubelskiej
Tematy:
inclusive education
inclusive environment
edukacja włączająca
środowisko włączające
Opis:
The article presents the results of research on the implementation of the principles of inclusive education in Ukraine, substantiates its relevance in the development of a democratic society and European integration policy. The principles of the state policy in the field of inclusive education, its normative-legal support and international practice of providing educational services to citizens with special needs are described. Advanced experience of inclusion introduction in the educational process of preschool, general secondary, vocational and higher education institutions is analyzed. Official statistics on the total number of people with disabilities in Ukraine; availability of special secondary education institutions (boarding schools) and their contingent; the number of children with disabilities in preschool education institutions, students with disabilities in full-time secondary education institutions, persons with disabilities in vocational education institutions, persons with disabilities among students of higher education institutions etc., have been handled. The importance and expediency of the scientific development of the principles of inclusive education, its practical implementation and study of socio-economic effect are substantiated. Graphic visualization of the correlation between the employed persons with disabilities and persons without disabilities, number of children, pupils, students with special educational needs in education establishments of Ukraine is presented.
W artykule przedstawiono wyniki badań nad procesem wdrażania zasad edukacji włączającej na Ukrainie, uzasadniono ich znaczenie w warunkach rozwoju społeczeństwa demokratycznego i europejskiej polityki integracyjnej państwa. Opisano zasady krajowej polityki państwa w zakresie edukacji włączającej, jej wsparcie regulacyjne i prawne oraz międzynarodową praktykę świadczenia usług edukacyjnych obywatelom ze specjalnymi potrzebami. Przeanalizowano najlepsze doświadczenia z wdrażania integracji w procesie edukacyjnym placówek przedszkolnych, ogólnokształcących, zawodowych i wyższych. Opracowano oficjalne dane statystyczne dla Ukrainy dotyczące całkowitej liczby osób niepełnosprawnych; dostępność specjalnych szkół średnich (internatów) i ich zespołów; liczby dzieci niepełnosprawnych w placówkach wychowania przedszkolnego, uczniów niepełnosprawnych w dziennych placówkach ogólnokształcących, osób niepełnosprawnych w placówkach kształcenia zawodowego (zawodowego i technicznego), osób niepełnosprawnych wśród studentów szkół wyższych itp. Uzasadniono wagę i celowość naukowego opracowania zasad edukacji włączającej, jej praktyczne zastosowanie oraz badanie efektu społeczno-ekonomicznego. Zaprezentowano graficzną wizualizację stosunku zatrudnionych osób z niepełnosprawnościami do osób sprawnych, liczby dzieci, uczniów i studentów ze specjalnymi potrzebami edukacyjnymi w instytucjach edukacyjnych Ukrainy.
Źródło:
Informatyka, Automatyka, Pomiary w Gospodarce i Ochronie Środowiska; 2022, 12, 4; 67--73
2083-0157
2391-6761
Pojawia się w:
Informatyka, Automatyka, Pomiary w Gospodarce i Ochronie Środowiska
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Tytuł:
Unity in diversity in terms of inclusive education and cooperative learning
Autorzy:
Jarosław, Bąbka,
Regina, Korzeniowska,
Powiązania:
https://bibliotekanauki.pl/articles/955115.pdf
Data publikacji:
2020-06-02
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
inclusive education
disability
cooperative learning
Opis:
Inclusive education is an expression of the educational system transformation and the transfer from focusing on adapting a pupil with special needs to school onto adapting teaching conditions to the pupul’s special needs. In this context, inclusive education is shown as a specific kind of intervening into the process of an individual’s socialisation having a double character of changes: in people, and in culture, which supports people’s development and building the inclusive society, in which people can experience unity in diversity. Cooperative learning is an educational strategy, which makes it possible to create a pro-inclusive social context and to develop pupills’ cognitive and social competencies necessary to function in a heterogenic community. The deliberations can be completed with the analysis of the selected factors conditioning cooperative learning in relation to pupils with disabilities and their non-disabled schoolmates. They are: (1) experience related to cooperation; (2) personal characteristics of pupils and (3) pupils’ preferences related to exercising task roles.
Źródło:
Człowiek - Niepełnosprawność - Społeczeństwo; 2020, 48(2); 47-58
1734-5537
Pojawia się w:
Człowiek - Niepełnosprawność - Społeczeństwo
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:
Inclusive and cooperative approach to children from socially disadvantaged background
Autorzy:
Jablonský, Tomáš
Zastková, Zdenka
Powiązania:
https://bibliotekanauki.pl/articles/1932505.pdf
Data publikacji:
2020-12-30
Wydawca:
Państwowa Wyższa Szkoła Zawodowa w Chełmie
Tematy:
Inclusive education
Inclusive environment
Pupils from socially disadvantaged background
Cooperative learning
Principles of cooperative learning
Opis:
Being able to understand the diversity of pupils in teaching brings many opportunities to establish various innovations in order to achieve more efficient results of education. One of the current trends in education is supportive inclusive education that is based on respecting the diversity of pupils. This contribution understands inclusive education as a way of implementing the educational process that suits the developmental needs of all pupils. Based on this understanding it identifies factors that influence the performance of pupils coming from socially disadvantaged background and it describes implications relating to confidence, attitudes and motivation of these pupils to learn. Within stimulation of the developmental needs of socially disadvantaged pupils we analyse the possibility to create attractive educative environment by the means of cooperative learning.
Źródło:
Scientific Bulletin of Chełm - Section of Pedagogy; 2020, 1; 41-48
2084-6770
Pojawia się w:
Scientific Bulletin of Chełm - Section of Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Defectology and inclusion
Autorzy:
Vik, Stine
Somby, Hege Merete
Powiązania:
https://bibliotekanauki.pl/articles/1387872.pdf
Data publikacji:
2018-09-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
defectology
inclusive education
positive differential approach
Opis:
In this article we claimed that the conception and rhetoric Vygotsky questioned in his works on Defectology still are relevant today in the age of inclusive education. The educational system in several western countries is built upon the strategy of reducing the gap between what the “normal” child can do and the expectations of the disabled child’s competence and skills. The educational system is constructed to handle the “normal” child, and will make adjustments for the disabled child in relations to what the “normal” child is capable of. This is in conflict with the ideology of inclusive education. In our opinion, the educational strategy as a “negative education” is a paradox to the overarching aim of inclusive education. As long as we measure what the child is not able to do, we will not be working towards an inclusive education. In this article we make use of Vygotsky’s perspectives on defectology and “positive differential approach” to discuss these issues.
Źródło:
Problemy Wczesnej Edukacji; 2018, 42, 3; 94-102
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
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:
Participant Action Research (PAR) for early childhood and primary education: the example of the THRIECE project
Autorzy:
O’Toole, Leah
Powiązania:
https://bibliotekanauki.pl/articles/1386956.pdf
Data publikacji:
2020-06-17
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
Participant Action Research
holistic
inclusive
relational education
Opis:
This paper explores the potential benefits of Participant Action Research (PAR) for early childhood and primary education. It presents the example of the Erasmus+ funded THRIECE (Teaching for Holistic, Relational and Inclusive Early Childhood Education) project, and drawing on the reflections of its participants, supports PAR as a respectful, inclusive, relevant approach to educational research that can lead to deep personal and intercultural learning. It highlights the importance of embracing the ‘messiness’ of action research, and allowing its non-linear complexity to enhance both process and outcomes. It explores the potential of PAR to allow for investigation of and value for the embodied, tacit knowledge and understandings of expert educators, supporting continuous development of practice and providing the language for educators to explain their approaches. Finally, it identifies the crucial nature of a relational approach for the success of Participant Action Research.
Źródło:
Problemy Wczesnej Edukacji; 2020, 49, 2; 31-44
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Inclusive schools: Are teachers adequately prepared for inclusion?
Autorzy:
Divon, Dikla
Powiązania:
https://bibliotekanauki.pl/articles/930369.pdf
Data publikacji:
2020-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Education
Special Education
Integration
Inclusion
Inclusive Schools
Opis:
This article will discuss one of the main topics on the educational and social agendas in Israel. Integrating children and adults with special needs into schools and the community is a worldwide issue. Many researchers have tried to find and evaluate the most effective integration methods, to assist people with special needs and enable them high quality of life and equality. In this article, we will look at the process of integrating students with special needs and the transition that took place during the last few decades regarding the idea of “inclusion”, which is now a top priority for the Ministry of Education’s directors. Based on recent studies, we will examine whether school teaching staff and student teachers are ready to implement inclusive programs in schools as required. We will then propose ways to optimize the training of the educational staff, towards the implementation of the inclusive programs.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2020, 30; 33-51
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education for Peace in Diversified Groups: Opportunities and Threats
Autorzy:
JACHIMCZAK, BEATA
Powiązania:
https://bibliotekanauki.pl/articles/941264.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
diverse groups
inclusive education
education for peace
Opis:
The text addresses the problem of social changes related to the interpenetration of people with different cultures, religions, skills or nationalities in a common space, which also means that education is becoming more and more diverse in educational institutions. The transition from homogeneous groups to diverse groups in education has been and continues to be difficult due to many social, organizational and financial barriers. The analysis presented here relate to education for peace as a significant focus on a school (group) open to any individual difference as a resource for understanding oneself and the Other.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 27; 13-27
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
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