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 "inclusive education" wg kryterium: Wszystkie pola

  Lista filtrów
Wyrównaj
Wyświetlanie 1-25 z 266
Tytuł:
The context of special pedagogy: practical inclusive education or simulated inclusive education?
Autorzy:
Barłóg, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/940888.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
special pedagogy
inclusive education
context
children with disabilities
Opis:
In many contexts of contemporary special education, its main present and future challenges are the implementation of effective inclusive education, the preparation of the required conditions, space and relations of safe functioning of a child with disabilities or special education needs together with healthy, able-bodied peers. Are the long-standing dreams of parents and many special educators regarding the equal rights of all people with disabilities, and in particular the right to education closest to the child’s place of residence, genuinely achieved nowadays? The diagnosis of selected municipal schools shows the real situation of the implementation of inclusive education. Are these successes already being achieved today? Or is it still a educational reality?
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 26; 125-142
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Social inclusion and inclusive education
Autorzy:
Robo, Marsela
Powiązania:
https://bibliotekanauki.pl/articles/1036404.pdf
Data publikacji:
2014
Wydawca:
Academicus. International Scientific Journal publishing house
Tematy:
social inclusion
inclusive education
vocational education
albania
Opis:
The key question addressed in this article is social inclusion, as an opposite concept of social exclusion. The author provides a historical of social inclusion/exclusion terminology. Further, some of the principles of social inclusion are presented. A brief review of the literature provides key views and theories of social inclusion. In particular, the author brings to attention that the included/excluded dualism apparent in the writings of social inclusion and exclusion cannot be taken at face value. In line with global debate on social inclusion and exclusion, the author brings the way this debate has now pervaded both the official and development policy discourse in Albania.Social inclusion is considered as one of the priorities of the current government, with poverty reduction as its main focus, which will be ensured not only through economic development. In the end, the article focuses on the role of education as a very important and useful tool for ensuring social inclusion.Social inclusion through education, in particular through vocational education, considered by the author as the only way towards sustainable development of Albanian society.
Źródło:
Academicus International Scientific Journal; 2014, 10; 181-191
2079-3715
2309-1088
Pojawia się w:
Academicus International Scientific Journal
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:
Inclusive education works: I am a testimony
Autorzy:
Morris, Floyd
Powiązania:
https://bibliotekanauki.pl/articles/2079889.pdf
Data publikacji:
2021-12-12
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
inclusive education system
persons with disabilities
Jamaica
Floyd Morris
Opis:
Inclusive education is a practical and transformative endeavor that must be the way of the future for the education of persons with disabilities. This is the view of an individual who has had a lived experience of inclusive education. In this chapter, I seek to chronicle my experiences as a blind person who developed glaucoma whilst attending high school and was unable to successfully complete school due to the inadequacies of the system for a student with disability. Upon becoming totally blind, I went to one of the institutions catering to the needs of persons who are blind and received rehabilitation and re-entered the education system to complete my education. With the rehabilitation that I received coupled with greater understanding and support for a blind student, I was able to successfully complete final exams that caused me to meet the matriculation requirements for university. I successfully completed university with a Bachelor of Arts, Master of Philosophy and a Doctor of Philosophy. All of these were done in regular education institutions and is a clear indication that inclusive education works. I compared this experiential knowledge with established epistemology on the subject of inclusive education and conclude the chapter with some recommendations as how educational institutions should become more inclusive and accessible for persons with disabilities.
Źródło:
Człowiek - Niepełnosprawność - Społeczeństwo; 2021, 53(3); 107-125
1734-5537
Pojawia się w:
Człowiek - Niepełnosprawność - Społeczeństwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja włączająca w Norwegii
Inclusive education in Norway
Autorzy:
Antonik, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/920026.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
inclusion
Norwegian education
special pedagogy
Opis:
Norway belongs to the group of countries, where the idea of inclusive education, that is one of important UNESCO and European Commision’s directions, is nearly fulfilled. Every child, whatever their special educational needs would be, has the right to attend a local school and to get there a proper help to reach their potential. Special pedagogy should serve the mainsteream schooling, which aim is to be as selfsufficient as it is possible when it comes to adapted educational forms and methods od teaching. Special education is the last option, when general ways of solvings the problem fail. The educational reform toward integration and inclusion of pupils with special eduacational needs was neither easy nor quick, so it is worth for other countries to use norwegian experiences in this field.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2013, 3; 87-99
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ENSURING THE PERSONALITY-CENTERED APPROACH IN INCLUSIVE EDUCATION
Autorzy:
TETYANA, BLYZNYUK
SERGIY, SYDORIV
Powiązania:
https://bibliotekanauki.pl/articles/460744.pdf
Data publikacji:
2017
Wydawca:
Państwowa Wyższa Szkoła Zawodowa w Chełmie
Tematy:
personality centered approach
inclusive education
humanization of educational process
children with special educational needs
inclusive educational and developmental environment
adaptation
Opis:
The paper analyzes urgent aspects of implementing inclusive education in the post-Soviet countries. The authors have researched the nature and peculiar features of the personality centered approach in teaching children with special educational needs. Functional principles of personality-centered teaching technologies in inclusive classrooms have been defined. The article offers the characteristics of negative aspects of inclusive education.
Źródło:
Scientific Bulletin of Chełm - Section of Pedagogy; 2017, 1; 33-43
2084-6770
Pojawia się w:
Scientific Bulletin of Chełm - Section of Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Peculiarities of inclusive education of ASD children in Ukraine
Autorzy:
Rybchenko, Larysa
Ostrovskii, Ihor
Powiązania:
https://bibliotekanauki.pl/articles/628520.pdf
Data publikacji:
2015
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
autism spectrum disorder (ASD), inclusive education, social services, psychological indices
Opis:
Despite the fact that special education in Ukraine is quite extensive and eveloped, education itself and social psychological development remain unavailable for children with ASD. The article aim is to show a model of autistic children inclusion in the educational system of Ukraine taking into account the experience of success. The investigated group consists of 20 children with ASD and 20 children with mental retardation from a boarding school aged from 8 to 9 years. The children indices were investigated according to Binet-Simon Scale for intelligence level determination, method of neuropsychological research according to Alexander Luria for psychophysical development level determination and Childhood Autism Rating Scale for autism level determination. The analysis of inclusive education implementation in the educational system of Ukraine has been conducted. The results of studies have shown that children with ASD have substantially lower indices of speech development, capacity for imitation as well as concentration of attention than children with mental retardation. Conductance of social intervention based of TEACCH therapy elements for group of children with ASD has shown their progress in indices of social interaction, emotional reaction and communication. The results obtained allow us to build a model of inclusion of children with ASD in the educational system of Ukraine. The main components of the model are considered.
Źródło:
Journal of Education Culture and Society; 2015, 6, 2; 229-239
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja inkluzyjna w Polsce
Teacher opinions on inclusive education
Autorzy:
Mudło-Głagolska, Karolina
Lewandowska, Marta
Powiązania:
https://bibliotekanauki.pl/articles/1597290.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Kazimierza Wielkiego w Bydgoszczy
Tematy:
edukacja inkluzyjna
edukacja uczniów z niepełnosprawnością
opinia nauczycieli
szkoła ogólnodostępna
uczeń z niepełnosprawnością
Opis:
Zauważa się, że dla skuteczności działań włączających niezbędne jest budowanie postaw proinkluzyjnych oraz poszerzanie wiedzy nauczycieli na temat różnorodnych potrzeb uczniów. Celem podjętych badań było poznanie i rozpatrzenie opinii nauczycieli szkół ogólnodostępnych na temat kształcenia uczniów z niepełnosprawnościami w klasach ogólnodostępnych i szkołach specjalnych, poczucia kwalifikacji i kompetencji do nauczania inkluzyjnego oraz gotowości do nauczania uczniów z niepełnosprawnościami w swojej klasie i podejmowania kursów doszkalających, oraz ukazanie związku pomiędzy miejscem pracy (przedszkole, szkoła podstawowa i gimnazjum oraz liceum), a także doświadczeniem w pracy z uczniami z niepełnosprawnością a opiniami nauczycieli. Zastosowaną metodą badawczą był sondaż diagnostyczny, techniką – ankieta, natomiast narzędziem badawczym – kwestionariusz ankiety. Uzyskane wyniki prowadzą do wniosku, że opinie nauczycieli są na ogół pozytywne. Wyższy poziom kształcenia i kontakty ze starszą młodzieżą nie sprzyjają akceptacji inkluzji edukacyjnej. Nauczyciele liceum wykazali najbardziej negatywny stosunek do badanych aspektów. Doświadczenie w pracy z uczniami z niepełnosprawnością sprzyja akceptacji inkluzji edukacyjnej.
Źródło:
Przegląd Pedagogiczny; 2018, 2; 202-214
1897-6557
Pojawia się w:
Przegląd Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kształcenie nauczycieli dla edukacji włączającej
Teachers Education for Inclusive Education
Autorzy:
Jachimczak, Beata
Powiązania:
https://bibliotekanauki.pl/articles/921101.pdf
Data publikacji:
2018-04-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
inclusive education
teachers education for inclusion
Opis:
Inclusive education as idea of education appeared in the 1990s. The main aim of inclusive education is full participation, opposition to exclusion of anyone from the possibility of education together with their peers, in their place of residence. It draws attention to the necessity to change the educational policy. In the inclusive education most important are needs (special needs) and oportunities of students, and support. One of the important conditions for the implementation of the idea is proper preparation of teachers for inclusive education. Analyzes of international experience indicate that there are similar problems in most countries. It is worth to recognize them, to take systemic action as soon as possible leading to the change of unfavorable indicators in Poland.
Źródło:
Studia Edukacyjne; 2018, 48; 33-43
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The teachers’ self-efficacy and its importance for inclusive education
Autorzy:
NARKUN, ZUZANNA
Powiązania:
https://bibliotekanauki.pl/articles/938587.pdf
Data publikacji:
2019-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
self-efficacy
inclusive education
teacher
students with special educational needs
Opis:
The aim of this article was to describe the teachers’ self-efficacy, self-efficacy for the purpose of inclusive practices, and to show its importance for the development of inclusion. Issues related to the self-efficacy of teachers (the definitions, the sources of self-efficacy, and the measurement of teachers’ self-efficacy) have been described. The resulting findings of the research on teachers’ self-efficacy, its antecedents and consequences have been presented. Moreover, connections between self-efficacy and effective implementation of inclusion have been discussed.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 25; 151-176
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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:
The use of Petri Nets for inclusive education IT-support
Autorzy:
Shestakevych, T.
Pasichnyk, V.
Powiązania:
https://bibliotekanauki.pl/articles/411151.pdf
Data publikacji:
2015
Wydawca:
Polska Akademia Nauk. Oddział w Lublinie PAN
Tematy:
inclusive education
persons with special needs
Petri nets
parallel processes
information technology
Opis:
The work is devoted to inclusive education process modeling by means of Petri nets with the aim to formalize the requirements to information technology support of such learning. The analysis of mathematical model of the inclusive education process allowed identifying factors of influence on this process. The study of specific interaction of external and internal factors and their influence on the output parameters was carried out, using the analysis of the procedure of educational aim achievement and additional conditions. Petri net of the education process of a person with special needs was developed. The decomposition process of inclusive education in the form of serial and parallel implementation of relevant educational tasks allowed developing functional requirements to a complex information technology of inclusive education support. For the design of information technology for information storage and structuring in the process of inclusive education, a mathematical model of subject domain description formation process was used.
Źródło:
ECONTECHMOD : An International Quarterly Journal on Economics of Technology and Modelling Processes; 2015, 4, 2; 33-38
2084-5715
Pojawia się w:
ECONTECHMOD : An International Quarterly Journal on Economics of Technology and Modelling Processes
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:
Formation of Preschoolers Communicative Competence in the Conditions of Inclusive Education
Autorzy:
Turko, Olha
Olender, Tatiana
Boyko, Maria
Petryshyna, Olga
Rozhko-Pavlyshyn, Tetiana
Powiązania:
https://bibliotekanauki.pl/articles/18104624.pdf
Data publikacji:
2022-06-30
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
communicative competence
corrective work
folklore
inclusive education
language-didactic tools
preschooler
Opis:
Aim. The goal of the study is to describe the teacher’s corrective work on pre-schoolers’ sound pronunciation that is developed according to the children’s age, physiological and mental norms, and special educational needs. Methods. Four children with special educational needs participated in this experimental study. We used the method of monitoring children’s speech during various activities: play, household activity and teaching (during speech therapy classes and various types of practical language classes). Results and conclusion. Age-related features of pre-schoolers’ speech development have been identified in the study. The reasons and indicators of pre-schoolers’ speech development disorders have been described, and the ways to overcome language disorders have been found. The experimental study tested the effectiveness of articulation exercises in working with children with special educational needs in an inclusive environment, the involvement of psychologists and children’s parents to overcome speech disorders of pre-schoolers, and the use of folklore texts. Originality. In the experimental study, we observed that riddles, proverbs, ditties, tongue twisters, fairy tales, lullabies, nursery rhymes, counting rhymes, and sayings are an effective means of phonetics and articulation work, during both the speech development classes and other classes as well as during walks.  
Źródło:
Journal of Education Culture and Society; 2022, 13, 1; 239-255
2081-1640
Pojawia się w:
Journal of Education Culture and Society
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:
Inclusive education in a strengths-based era: changing attitudes and practices
Autorzy:
Wehmeyer, Michael L
Kurth, Jennifer A
Powiązania:
https://bibliotekanauki.pl/articles/2079786.pdf
Data publikacji:
2021-12-21
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
education
inclusive education
students with disabilities
self-determined learners
Opis:
In this article, we examine the past, present, and future of special and inclusive education, with a focus on highlighting the changing context of education, worldwide, and the need to adapt special and inclusive education practices to meet the challenges of the future and to prepare students with disabilities to become self-determined learners. We examine how changing disability paradigms require a response from education and what practices will support strengths-based approaches to inclusive education. We briefly review what we know about what works with regard to strategies to promote inclusive education and its impact on students with and without disabilities, and provide a framework for inclusive education in the 21st century.
Źródło:
Człowiek - Niepełnosprawność - Społeczeństwo; 2021, 54(4); 5-28
1734-5537
Pojawia się w:
Człowiek - Niepełnosprawność - Społeczeństwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Артпедагогические методы в инклюзивном образовании
Art pedagogy methods in inclusive education
Autorzy:
Christidis, Tatiana V.
Powiązania:
https://bibliotekanauki.pl/articles/1818338.pdf
Data publikacji:
2019-11-27
Wydawca:
Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
Tematy:
inclusive education
children with disability
integration
art pedagogical methods
development of creativity
инклюзивное образование
«особенные» дети
интеграция
артпедагогические методы
творческое развитие
Opis:
В статье поднимаются проблемы инклюзивного образования в России, интеграции «особенных» детей в социум. Актуализируется эффективность артпедагогических методов в интегрированном образовании с целью развития творческих, интеллектуальных, коммуникативных способностей, социализации, воспитания эмпатии и толерантности.
The article discusses the problems of inclusive education and social inclusion of children withdisability in Russia. This topic update also the art pedagogy methods in inclusive education to developcreative, intellectual, communication and socialization skills, to learn empathy and tolerance.
Źródło:
Student Niepełnosprawny. Szkice i rozprawy; 2018, 18, 11; 85-89
1689-6416
Pojawia się w:
Student Niepełnosprawny. Szkice i rozprawy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ perceptions of inclusive education on the backgrounds of Greek schools
Autorzy:
Kokkali, Danai
Sokol, Mariana
Rozlutska, Galyna
Powiązania:
https://bibliotekanauki.pl/articles/1932503.pdf
Data publikacji:
2020-12-30
Wydawca:
Państwowa Wyższa Szkoła Zawodowa w Chełmie
Tematy:
inclusion
educational quality
teachers’ perceptions
special needs
Opis:
The relevance of the problem under consideration is that the inclusion phenomenon in Greece, as an expression of every child’s right to educational equality, remains an important moral and political issue that needs to be addressed further. Greece, like most European countries, has followed the principles of the Salamanca Declaration. The feature of inclusive education is the willingness of teachers to accept students with special educational needs. Their attitudes and knowledge about inclusive education are important, as they are indicators of such willingness. The aim of this article is to study teachers’ perceptions of inclusive education on the background of Geek schools.
Źródło:
Scientific Bulletin of Chełm - Section of Pedagogy; 2020, 1; 49-57
2084-6770
Pojawia się w:
Scientific Bulletin of Chełm - Section of Pedagogy
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:
Research on implementing inclusive education for municipality and preschool levels in Taiwan
Autorzy:
Lin, Su-Jan
Powiązania:
https://bibliotekanauki.pl/articles/2079814.pdf
Data publikacji:
2021-12-12
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
inclusive education
document analysis
action research
case method
municipality
preschool
differentiated instruction
Opis:
Taiwan’s inclusive education has been developed fully through national legislations and local government policies since 1984 within the Special Education Act. This national law clearly mandates the concept of inclusive education for the students with special education needs starting from the age of two. This article presents two sections of research on the implementation of regulations in inclusive education. The first was at the local government level of Kaohsiung City with design for the in-service teachers training program in special education. The second one was a school-wide level focus on differentiated instruction implementation for kindergarten teachers. The document analysis, action research and case method were applied in these studies. The result of the first section study was that 52 preschool teachers completed a 60-hour special education professional course held by Kaohsiung City in 2019 to 2020. The result of the second section study was a school-wide inclusive education practical model with administrative suport and teachers’ competency in differentiated instruction of six cases. Two studies showed positive results of inclusive education practice for a municipality and a preschool level in Taiwan.
Źródło:
Człowiek - Niepełnosprawność - Społeczeństwo; 2021, 53(3); 17-34
1734-5537
Pojawia się w:
Człowiek - Niepełnosprawność - Społeczeństwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Theoretical and pedeutological research output for inclusive education in the multicultural world
Autorzy:
Kasáčová, Bronislava
Powiązania:
https://bibliotekanauki.pl/articles/1956138.pdf
Data publikacji:
2019-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
inkluzja społeczna
edukacja inkluzyjna
edukacja specjalna
prawa człowieka
tolerancja
uczciwość
social inclusion
inclusive education
special education
human rights
tolerance
fairness
Opis:
W artykule zaprezentowano główne teoretyczne i socjopolityczne argumenty tworzące tło dla inkluzji edukacyjnej. Uwypuklono w tym zakresie niektóre ważne zagadnienia związane z implementacją idei inkluzji w edukacji na gruncie humanistycznym i demokratycznym. Szczególną uwagę zwrócono na tzw. kluczowe kompetencje nauczycieli jako uczestników edukacji włączającej, a także na wymagania wobec personelu zarządzającego instytucjami oświatowymi. Artykuł prezentuje pewne sposoby rozwiązywania problemów w przyszłości, głównie poprzez edukację i szkolenie nauczycieli.
The paper presents the main theoretical and socio-political arguments that form the background for inclusion within education. Therefore, it highlights some of the serious issues of implementing the ideas of inclusion into education on a humanistic and democratic basis. What is particularly focused on are the specific competencies of teachers as the key players in inclusive education, as well as on the requirements of the management staffof educational institutions. The article presents some ways of solving these issues in the future mainly through the training and education of teachers.
Źródło:
Edukacja Międzykulturowa; 2019, 11, 2; 117-126
2299-4106
Pojawia się w:
Edukacja Międzykulturowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Inclusive education – the need for systemic changes
Kształcenie integracyjne – konieczność zmian systemowych
Autorzy:
Ališauskienė, Stefanija
Miltenienė, Lina
Powiązania:
https://bibliotekanauki.pl/articles/556302.pdf
Data publikacji:
2017-12-04
Wydawca:
Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Edukacji Międzykulturowej i Badań nad Wsparciem Społecznym.
Tematy:
inclusive education
special educational needs
systemic changes
kształcenie integracyjne
specjalne potrzeby edukacyjne
zmiany systemowe
Opis:
In this paper we present the systemic changes in education in Lithuania as well as the simultaneous movement towards inclusive education. Lithuania is following an international approach on inclusive education (UNECSO, 2008). The latter understanding prompted a shift of focus – from disorder towards human rights and needs. It is legally recognised, that children with special educational needs have a need for assistance and services in the education process that occurs due to being exceptionally gifted, having congenital or acquired disorders or disadvantages in their personal surroundings. The authors of the paper aimed to overview the systemic changes of the Lithuanian education system leading towards inclusive education. The research was based on systems theory taking into account two general approaches: 1) a cross-sectional approach – with a focus on the interactions that take place between two or more systems, and 2) a developmental approach – with a focus on the changes occurring in a system over time. Documentary review as well as meta-analysis have been employed as the methods of the exploratory study. The paper discloses that the systemic changes cover developments in educational policies and practices, including the financial and administrative framework, educational support through Pedagogical Psychological Services, and teacher training for inclusive education
W niniejszym artykule przedstawione zostały zmiany systemowe w strukturze edukacji na Litwie; prezentujemy również ruch na rzecz kształcenia integracyjnego. Litwa stosuje międzynarodowe podejście do kształcenia integracyjnego (UNECSO, 2008). Zrozumienie tego rodzaju edukacji spowodowało przesunięcie uwagi od zaburzeń do praw i potrzeb człowieka. W świetle prawa uznaje się, że dla dzieci ze specjalnymi potrzebami edukacyjnymi niezbędna jest pomoc i opieka w procesie edukacji, która pojawia się w związku z ich wyjątkowym talentem, wrodzonymi lub nabytymi zaburzeniami lub niekorzystną sytuacją w otoczeniu osobistym. Celem autorów opracowania jest przegląd zmian systemowych litewskiego systemu edukacji prowadzących do kształcenia integracyjnego. Podstawą badań była teoria systemów przy uwzględnieniu dwóch ogólnych podejść: 1) podejścia przekrojowego, w którym nacisk kładzie się na interakcje zachodzące między dwoma lub większą liczbą systemów, oraz 2) podejścia rozwojowego, w którym szczególnie uwzględnienia się zmiany zachodzące w systemie z biegiem czasu. Zastosowanymi metodami badań poszukiwawczych były przegląd dokumentacji oraz metaanaliza. W opracowaniu wykazano, że zmiany systemowe dotyczą rozwoju strategii i praktyk edukacyjnych, ram finansowych i administracyjnych, wsparcia edukacyjne poprzez usługi psychologiczno-pedagogiczne oraz szkolenia nauczycieli w zakresie kształcenia integracyjnego.
Źródło:
Multicultural Studies; 2017, 2; 167-188
2451-2877
Pojawia się w:
Multicultural Studies
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
Wyświetlanie 1-25 z 266

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