Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "educational needs" wg kryterium: Temat

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-7 z 7
    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:
    Edukacja dzieci i młodzieży – wybrane wyzwania i obszary nierówności
    Education of children and youth
    Autorzy:
    Plichta, Piotr
    Powiązania:
    https://bibliotekanauki.pl/articles/499179.pdf
    Data publikacji:
    2017
    Wydawca:
    Fundacja Dajemy Dzieciom Siłę
    Tematy:
    edukacja, nierówności edukacyjne, specjalne potrzeby edukacyjne
    education, educational inequalities, special educational needs
    Opis:
    W artykule omówiono wybrane elementy systemu edukacji w Polsce wskazując związane z nimi wyzwania. Przedstawione zostały m.in. kwestia nierówności w dostępie do edukacji, bezpieczeństwa i higieny nauczania, odraczania obowiązku szkolnego oraz nauczania indywidualnego. Poddano analizie sytuację uczniów z tzw. specjalnymi potrzebami edukacyjnymi (np. pochodzącymi z mniejszości narodowych i kulturowych, uczniów zdolnych i z niepełnosprawnościami) i formom udzielanego im w ramach systemu wsparcia. Przedstawiony został również stan realizacji kształcenia specjalnego (zarówno w formie włączającej – ogólnodostępnej, integracyjnej, jak i w szkolnictwie specjalnym).
    The article discusses chosen elements of the education system in Poland, highlighting the associated challenges, among others, inequalities in access to education, health and hygiene in teaching, deferred entry to primary school and individual education. An analysis has been provided of the situation of students with special educational needs (e.g. from national and cultural minorities, gifted or disabled pupils) and the available forms of support within the education system. The state of implementation of special education has also been presented (both in inclusive forms – in public or integrated facilities as well as in special education facilities).
    Źródło:
    Dziecko krzywdzone. Teoria, badania, praktyka; 2017, 16, 1; 146-171
    1644-6526
    Pojawia się w:
    Dziecko krzywdzone. Teoria, badania, praktyka
    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:
    Equal access to education for students with disabilities in Russia: concept, problems, and a variety of solutions
    Autorzy:
    Svetlana, Ilina,
    Alicja, Zarin,
    Vitaliy, Kantor,
    Powiązania:
    https://bibliotekanauki.pl/articles/889323.pdf
    Data publikacji:
    2020-03-31
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    unified education system
    equal access to education
    capabilities and educational needs
    accessibility and variability of education for students with disabilities
    students with disabilities in Russia
    Opis:
    The beginning of the 21st century is the period of updating and designing the modern educational system in Russia. A new regulatory and legal framework has been created for the functioning of a unified education system (law regarding education, federal educational standards and exemplary educational programs). It ensures equal access to education in different settings at all levels of education (primary, basic secondary) for every child with a disability, taking into account their capabilities and educational needs. In the article, the authors present conceptual foundations and problems related to the educational integration of students with disabilities in Russia
    Źródło:
    Człowiek - Niepełnosprawność - Społeczeństwo; 2020, 47(1); 17-24
    1734-5537
    Pojawia się w:
    Człowiek - Niepełnosprawność - Społeczeństwo
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies