Skocz do pozycji: 1.

Tytuł:

School functioning of students with neuromotor immaturity

Autorzy:

Zielińska, Maja
Goddard Blythe, Sally

Powiązania:

https://bibliotekanauki.pl/articles/1927332.pdf

Data publikacji:

2020

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

neuromotor immaturity
primitive reflexes
school learning
child
development

Opis:

The objective of the article is to outline the problem of neuromotor immaturity in the context of school functioning. Research on neuromotor immaturity has been reviewed for child development and difficulties at school. It has been established that neuromotor immaturity constitutes an area of interest of scientists in many fields, including neurobiology, medicine, psychology, and pedagogy. Numerous studies provide information on the subject of the presence of a relationship between the student's difficulties in learning and neuromotor immaturity. The scientists reveal that children with problems in reading, writing, and counting show persistent and non-integrated primitive reflexes. The phenomenon is increasingly often observed in students at the stage of the elementary school not only in Poland but also in the world. The awareness of the problem and the expanding knowledge on neuromotor immaturity can contribute to a better understanding of the school difficulties of students and to using preventative measures and effective interventions.

Źródło:

International Journal of Pedagogy, Innovation and New Technologies; 2020, 7(2); 40-46
2392-0092

Pojawia się w:

International Journal of Pedagogy, Innovation and New Technologies

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 2.

Tytuł:

Experience of Technical Students with E-educational Media

Autorzy:

Dobrovska, Dana

Powiązania:

https://bibliotekanauki.pl/articles/28409157.pdf

Data publikacji:

2005-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

opinions of students
electronic educational media
technical teacher education

Opis:

Using electronic educational media is a matter of obligation in contemporary higher education. Less attention is given to a systematic quality assessment of elearning and blended learning. Results from a survey on students´ opinions on possible implementation of electronic educational media in a bachelor technical teacher programme are presented in the paper.

Źródło:

The New Educational Review; 2005, 5; 255-260
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 3.

Tytuł:

Education for students with disabilities – Polish and Hungarian solutions

Autorzy:

Czerwińska, Kornelia
Konieczna, Iwona
Prónay, Beáta

Powiązania:

https://bibliotekanauki.pl/articles/941313.pdf

Data publikacji:

2020-08-04

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

education
disability
students with disabilities
integration
inclusion

Opis:

The article is a direct outcome of a discourse aimed at exchanging experiences and views in the area of education and rehabilitation for people with disabilities in Poland and Hungary, undertaken as part of scientific cooperation between universities which deal with the issues of special education among others. The authors attempt to perform and present a comparative analysis of current academic solutions for students with disabilities in both countries. Similarities and differences in the solutions discussed, especially problematic areas currently showing in the educational systems, constitute the basis for further discussion and research aimed at developing best practices that would ensure quality education for children and adolescents with disabilities.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2020, 28; 93-127
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 4.

Tytuł:

Physical Activity of University Students with Various Study Profile

Autorzy:

Masaryková, Dana
Labudová, Jana
Matúš, Ivan

Powiązania:

https://bibliotekanauki.pl/articles/1031972.pdf

Data publikacji:

2016

Wydawca:

PPHU Projack Jacek Wąsik

Tematy:

healthy lifestyle
physical activity
physical inactivity
university students

Opis:

Introduction. The current problem of physical inactivity in population is analysed by professionals in various age categories. One of the groups, not that often observed, are university s tudents, who should be able to present their attitude to regular physical activity as well as its contribution to healthy lifestyle. The aim of the research was to find out the structure of physical activities in university students in various study progra mmes (teacher programmes, sport programmes) and also to determine their attitude to physical activity and the reasons for (not) including physical activity in daily regimen. Methods . The research group involved students of the Faculty of Physical Education and Sport, Comenius University (n=53, 26 men and 27 women), Faculty of Education, University of Trnava (n=53, only women) a University of P. J. Šafárik in Košice (n=45, 30 men, 15 women). The data were collected by questionnaire with open, semi - open and c losed questions. The data were analysed by MS Excel and non - parametric Chi - square test. Results. The students with sports profile presented more positive attitude to physical activity than the other students of other study profile. On the other, hand stude nts of the teacher study profile were least satisfied with the offer of physical activities at their faculty and they would like to perform more activities in their leisure time if they had better conditions. The reasons for not performing physical activit y were also various. Students with teacher profile chose not enough time (52%), however, students with sports profile chose their health condition as the priority (37%). The reasons for including physical activity in daily regimen were in the group of teac her students supporting health and body forming, the other groups of students preferred fun and challenge. The time spent with sedentary activities was not different regarding the study profile but regarding sex. The results showed a clear difference betwe en men and women, where the most men chose 1 - 2 hours of sedentary activities every day, whereas women suggested 3 - 4 hours of sedentary activities. Conclusion. Our research data confirm the importance of analysing the reasons for performing or not performin g physical activities by university students, which could help to create an optimal model of a physical programme for various study profiles. The results suggest that the students of teacher programmes will prefer health - oriented activities with emphasizing body forming, whereas students of sports programmes will prefer activities focused on performance, challenge and experience.

Źródło:

Physical Activity Review; 2016, 4; 107-114
2300-5076

Pojawia się w:

Physical Activity Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 5.

Tytuł:

The work process for the promotion of students with special needs integrated in the kindergartens of regular education: the case of Israel

Autorzy:

Bar, Nava

Powiązania:

https://bibliotekanauki.pl/articles/1372380.pdf

Data publikacji:

2018-09-09

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

kindergarten
students with functional difficulties
students with special needs
work process

Opis:

The Special Education Law in Israel was legislated on July 12, 1988. The law determined precedence and advance preference for the placement of special needs students in the regular educational system over the special education system. In the spirit of the law, methodical and painstaking processes that arrange the work with special needs students in the educational system were determined. This article presents two work processes implemented in parallel in the regular kindergartens. The first work process is with students who have functional difficulties, before their definition and as prevention of their definition as students with special needs. The second process is the work process with the special needs students who are integrated in the regular kindergartens, intended to prevent their referral to frameworks of special education. These processes reflect the development that occurred in the importance ascribed in the educational system in Israel to careful and adjusted work with students who have difficulties and special needs and are integrated in the kindergartens of regular education. Alongside the described development, the article presents the challenges and the questions that the implementation of the processes poses.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2017, 17; 271-286
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 6.

Tytuł:

Students with special needs in the Kazakh educational system

Autorzy:

Ewa, Kulesza,
Laura, Butabayeva,

Powiązania:

https://bibliotekanauki.pl/articles/890487.pdf

Data publikacji:

2016

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

inclusive education
special needs
student
limited health abilities (developmental challenges)

Opis:

Till 1991, Kazakh education developed in line with education practiced in the Soviet Union; that is why, its system of special education and the theoretical and methodological basis were consistent with the Russian solutions. At present, education is being intensively restructured as the approach to students with special needs has changed. Inclusive education has become one of the priorities for the Republic of Kazakhstan (National Program of Education Development in the Republic of Kazakhstan in 2011-2020). A number of actions were undertaken in this area: legislation was adopted, and the knowledge of good educational practice used in other countries as well as the forms, principles and strategies of implementing the philosophy of education for all was gained. Data analysis showed that the majority of students with special needs (73 percent) are still in special preschools, schools, residential centers, and sanatorium- and hospital-based facilities. As part of inclusive education, special classes and groups are being organized in mainstream settings, and there are mainstream preschools and schools with groups and classes with two to three children with special needs, who have the same core curriculum as their nondisabled peers. Many creators of inclusive education in Kazakhstan emphasize that a friendly social environment is an important condition for successful implementation of inclusive education. That is why it is still topical and important to get to know this environment and to accurately estimate the number of people who need support.

Źródło:

International Journal of Pedagogy, Innovation and New Technologies; 2016, 3(2); 26-31
2392-0092

Pojawia się w:

International Journal of Pedagogy, Innovation and New Technologies

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 7.

Tytuł:

Specificity of Teaching English to Students with Special Educational Needs

Autorzy:

Rafailov, Tosho

Powiązania:

https://bibliotekanauki.pl/articles/1818285.pdf

Data publikacji:

2021-02-22

Wydawca:

Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach

Tematy:

teaching
training
English
children with special needs

Opis:

The specificity of teaching and learning English for children with special educational needs is the result of the process of implementation of innovative tech-nologies for developing communication skills. Teaching methods are: brainstorming / ice breaking game /; video presentation / multimedia presentation /; doll show; frontal talk; solving crossword puzzles; individual work for the faster. The training is carried out in an innovative learning environment at the “Neofit Rilski” Primary School in Kilifarevo. The expected results of teaching and learning can be represented by the significantly higher annual achievement of students with special needs. Teaching requires the tea-cher to prepare the academic content on a scientific basis. The scientific basis of the English lesson involves the use of the Multiple Intelligence Theory. The interest in innovative training is strongly emphasized by students with special needs.

Źródło:

Student Niepełnosprawny. Szkice i rozprawy; 2020, 20, 13; 55-59
1689-6416

Pojawia się w:

Student Niepełnosprawny. Szkice i rozprawy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 8.

Tytuł:

ENHANCING AN INTERMEDIATE SYLLABUS FOR ESL STUDENTS WITH BYOD INTERVENTIONS

Autorzy:

Kilar-Magdziarz, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/955472.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

BYOD
mLearning
TESL
syllabus design

Opis:

Mobile devices such as tablets and smart phones have entered education and started being used by teachers and learners for studying. This evidence-based case study focuses on the enhancement of a syllabus with BYOD classes and the role it played in boosting motivation and classroom engagement. It shows how to enhance a syllabus for Intermediate students of English and how to implement any syllabus changes, furthermore, it shows the impact of the changes on the staff members and learners. The study was carried out in an Irish, middle- sized language school, concluding that the enhanced syllabus had a positive impact both on the learners and the teachers.

Źródło:

Teaching English with Technology; 2016, 16, 2; 97-115
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 9.

Tytuł:

Social Barriers of Pupils and Students with Specific Learning Disabilities

Autorzy:

Viktorin, Jan

Powiązania:

https://bibliotekanauki.pl/articles/2120400.pdf

Data publikacji:

2022-06-29

Wydawca:

Akademia Ignatianum w Krakowie

Tematy:

literature review
social barriers
specific learning disabilities
pupils
teachers
family

Opis:

This literature review analyzes nine specialized papers which focus on issues of the social barriers of pupils and students with specific learning disabilities. In identifying the most important features and characteristics of pupils and students with specific learning disabilities, we need to recognize which areas have a significant impact on the learning process. At the forefront come the level of motor skills, the level of memory and intellectual abilities, laterality, perception, spatial orientation, learning strategies showing the competence of self-learning, communication, and social relations. The aim of the literature review was to analyze the research of foreign authors who primarily dealt with the issue of social relations and the abilities of pupils and students with specific learning disabilities. Based on the review, it was determined that the social barriers of pupils and students with specific learning disabilities extend throughout their entire education, from the beginning until the transition to higher education. Pupils and students with specific learning disabilities are most influenced by  relationships to their immediate surroundings and to themselves.

Źródło:

Multidisciplinary Journal of School Education; 2022, 11, 1 (21); 171-188
2543-7585

Pojawia się w:

Multidisciplinary Journal of School Education

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 10.

Tytuł:

Mobile devices as support for students with special educational needs

Autorzy:

Galanciak, Sylwia
Weiss, Anna
Siwicki, Marek

Powiązania:

https://bibliotekanauki.pl/articles/1387804.pdf

Data publikacji:

2018-06-30

Wydawca:

Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego

Tematy:

mobile technologies
special educational needs
digital didactics

Opis:

The article presents partial results of research conducted among forty eight teachers from four European countries, using tablets to work with students with special educational needs (SENs). The aim of the research was to recognize the scope of application of mobile technologies by teachers and also their opinions on the usefulness of these technologies as support in the process of education and rehabilitation. Despite a small group of respondents, the method of a survey (questionnaire) was used due to the ease of obtaining a precise translation of the questionnaire and the results of the research. The image of teachers emerging from the research is that of pedagogues who realistically assess the advantages and disadvantages of tablets as assisting and training technologies and who try to strengthen the educational opportunities of their pupils without systemic support.

Źródło:

Problemy Wczesnej Edukacji; 2018, 41, 2; 28-36
1734-1582
2451-2230

Pojawia się w:

Problemy Wczesnej Edukacji

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

Tytuł:

Psychological profile of female students with a tendency to anorexia nervosa

Autorzy:

Shpakou, Andrei
Kovalevskiy, Valeriy
Klimatckaya3, Ludmila
Zaitseva, Olga
Janocha, Anna

Powiązania:

https://bibliotekanauki.pl/articles/551526.pdf

Data publikacji:

2017

Wydawca:

Stowarzyszenie Przyjaciół Medycyny Rodzinnej i Lekarzy Rodzinnych

Tematy:

anorexia nervosa
female
students
psychological profile.

Źródło:

Family Medicine & Primary Care Review; 2017, 4; 399-403
1734-3402

Pojawia się w:

Family Medicine & Primary Care Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 12.

Tytuł:

INDIVIDUAL PSYCHOLOGICAL CHARACTERISTICS OF STUDENTS WITH DIFFERENT TYPES OF CIVIC IDENTITY

Autorzy:

Grabovska, Sofia Leonidivna
Petrovska, Inha Rostyslavivna

Powiązania:

https://bibliotekanauki.pl/articles/954176.pdf

Data publikacji:

2017

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

civiс identity
civil society
state
students
individual model of the world.

Opis:

The civic identity of an individual is seen as a dynamic system of citizen's perceptions of himself / herself and related emotions and value-semantic elements derived from the awareness of the fact that he / she is a citizen of a state and at the same time a member of the community of citizens. The results of the study support the notion that awareness of being a citizen of the state does not already mean having civic identity. Only 34% of interviewed students have a well-formed positive civic identity; 37% are showing some uncertainty, vagueness, ambiguity in their perception of themselves as citizens; 15% reject their Ukrainian civic identity, have a well-formed negative civic identity, and, more than other types, exhibit passive-indifferent civil position; 14% make a group of "potential emigrants" who are ready to change the Ukrainian civic identity for another. The differences in worldview and value-motivational sphere of students with the formed positive ("reached"), undefined ("indistinct" / "diffuse"), formed negative ("negative-passive") and "protest" ("potential immigrants") civic identity have been discovered.  

Źródło:

Journal of Education Culture and Society; 2017, 8, 1; 138-147
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 13.

Tytuł:

Teachers on the efficacy of support to students with learning difficulties

Autorzy:

Žakelj, Amalija
Cotič, Mara

Powiązania:

https://bibliotekanauki.pl/articles/2004965.pdf

Data publikacji:

2016-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

mathematics
learning difficulties
DPMAT model
recognition of learning difficulties
support measures
teachers’ competence

Opis:

The empirical study investigated to what extent the implementation of the dPMAT model (a didactic approach to supporting pupils with learning difficulties in mathematics) contributed to the qualification of teachers for the implementation of support to pupils with learning difficulties in mathematics. 80 mathematics teachers and 101 generalist teachers completed a questionnaire through which they rated the impact of the dPMAT model on their knowledge and skills in relation to the teaching and learning of students with difficulties in learning mathematics. The mathematics teachers assessed the contribution of the model to their skills in the selection and design of appropriate teaching aids (M = 4.1, Sd = 0.8) and in the recognition and identification of learning difficulties the highest (M = 4.0, Sd = 0.8). The generalist teachers assessed the contribution of the model to their skills in facilitating the use of appropriate teaching aids the highest (M = 4.0, Sd = 1.1).

Źródło:

The New Educational Review; 2016, 44; 187-197
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 14.

Tytuł:

Meta-Behavioural Skill: Students without Problem Behaviour vs. Students with Problem Behaviour

Autorzy:

Rahman, Saemah
Abdullah, Zakri

Powiązania:

https://bibliotekanauki.pl/articles/18104474.pdf

Data publikacji:

2013-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

metacognitive skills
meta-behavioural skills
self-regulation
students with problem behaviour
students without problem behaviour

Opis:

This study aimed to identify the levels of meta-behavioural skills among students from the categories of students without problem behaviour (SWOPB) and students with problem behaviour (SWPB). The sample of the study comprised 803 respondents, 398 students from the SWOPB category and 405 from the SWPB category. Meta-Behavioural Self-Evaluation questionnaire was used to measure meta-behavioural skills of the respondents. Research findings show that the meta-behavioural skills of students from the SWOPB category were better compared to SWPB. The findings also show that both groups lack conditional knowledge which is an important aspect of effective behaviour regulation, but the score for the SWPB group is very low (mean=1.55) as compared to the SWOPB group (mean =2.34). It can be hypothesized that conditional knowledge is one of the factors that should be promoted to help decrease problematic behaviour in schools.

Źródło:

The New Educational Review; 2013, 33; 97-107
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 15.

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

/5

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Skocz do pozycji: 16.

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

/5

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Skocz do pozycji: 17.

Tytuł:

STUDENCI Z NIEPEŁNOSPRAWNOŚCIAMI: DOŚWIADCZENIA, POTRZEBY, WYZWANIA
STUDENTS WITH DISABILLITIES – EXPIERIENCES, NEEDS, CHALLENGES

Autorzy:

Kilian, Marlena

Powiązania:

https://bibliotekanauki.pl/articles/550076.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie

Tematy:

niepełnosprawność
edukacja
studia
adaptacja
inkluzja
disability
education
studies
adaptation
inclusion

Opis:

W artykule dokonano analizy działalności polskich uczelni wyższych na rzecz stwarzania studentom z niepełnosprawnościami warunków do pełnego udziału w procesie kształcenia, a także scharakteryzowano podejmowane w tym zakresie zadania w odniesieniu do: samych studentów z niepełnosprawnością, kadry akademickiej, wspólnoty studenckiej oraz otoczenia fizycznego. Przedstawiono w zarysie dotychczasowe doświadczenia oraz obecne wyzwania w dziedzinie dostosowywania kształcenia akademickiego do potrzeb osób z różnego rodzaju niepełnosprawnościami.
The article analyzes the activities of Polish institutions of higher education to create conditions of full participation in the educational process for students with disabilities and also describes the tasks undertaken in this regard in relation to: the students with disabilities, academic staff, student community and the physical environment. It outlines previous experiences and current challenges in the field of adaptation of the academic education to the needs of people with different types of disabilities.

Źródło:

Forum Pedagogiczne; 2016, 1; 267-282
2083-6325

Pojawia się w:

Forum Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 18.

Tytuł:

Mathematics education for students with Autism Spectrum Disorder: Where are we now?

Autorzy:

Carr, Monica
Seah, Wee Tiong

Powiązania:

https://bibliotekanauki.pl/articles/1791047.pdf

Data publikacji:

2020-01-27

Wydawca:

Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie

Tematy:

autism spectrum disorder
behavior
mathematics
pedagogy
values

Opis:

Individuals diagnosed with Autism Spectrum Disorder (ASD), the fastest growing disability group, exhibit varying degrees of intellectual ability. Students with ASD are increasingly held accountable to academic standards comparable to their peers. Applied Behavior Analysis (ABA) is widely considered best practice for supporting these students. Twenty-six single-case design (SCD) mathematics classroom teaching interventions, conducted with students diagnosed with ASD, were systematically located and reviewed in detail. Most interventions were conducted in special education mathematics classrooms involving low ability students. Interventions typically targeted simple mathematics skills, and a paucity of research addressing more complex mathematical skills was noted. Elsewhere in the literature, teachers who have students with ASD in their classrooms reported having received no autism training, and described subsequent stress and potential to burn-out as a result. A need for future research with high ability mathematics students is observed, and the relevance of a values paradigm approach is proposed.

Źródło:

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia; 2018, 10; 17-39
2080-9751
2450-341X

Pojawia się w:

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

Uczeń z niepełnosprawnością w pułapce nudy
Students with disabilities trapped in boredom

Autorzy:

Leszek, Ploch

Powiązania:

https://bibliotekanauki.pl/articles/903573.pdf

Data publikacji:

2018-07-06

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

boredom
idleness
disability
student
school
teacher
nuda
bezczynność
niepełnosprawność
uczeń
szkoła
nauczyciel

Opis:

The main aim of the article is to place the issue of boredom and idleness among students with disabilities during school education in a wide-ranging discussion. The author intends to point out the responsibility to identify boredom among students with disabilities and, in consequence, the need to adopt a strategy preventing this phenomenon. A thorough, systematic analysis of educational activities allows evaluation of their effectiveness and forms the basis for formulating principles to prevent all forms of boredom that condemns students to idleness, exclusion, marginalization, and loneliness. The article describes characteristics typical of boredom from the perspective of negative consequences students suffer as a result of neglect, tardiness, and disrespect from teachers. The author attempts to find optimal educational and therapeutic opportunities and, recognizing various limitations that lie inside and outside of the student, suggests a set of educational principles to prevent boredom among students as well as practical recommendations in this area for educators.
Głównym celem artykułu jest wpisanie w szerszą dyskusję problemu nudy i bezczynności wśród uczniów z niepełnosprawnością w obszarze edukacji i wychowania w warunkach szkolnych. Zamiarem autora staje się wskazanie obowiązku zdiagnozowania, a w konsekwencji konieczności przyjęcia strategii przeciwdziałania zjawisku nudy wśród uczniów z niepełnosprawnością. Wnikliwa, systematyczna analiza możliwości określających uzasadnienie podłoża każdej podejmowanej działalności pedagogicznej sprzyja ułatwieniu dokonania oceny aktualnie uzyskiwanej efektywności praktyki z niej wynikającej oraz podjęcia właściwej decyzji o efektywności dla realizacji celów przyświecających założeniom skutecznego przeciwdziałania wszelkim formom nudy, skazującej uczniów na stan bezczynności, wykluczenia, marginalizacji, osamotnienia. W artykule scharakteryzowano cechy typowe dla zjawiska nudy w aspekcie negatywnych skutków, które ponosi uczeń w wyniku zaniedbania, opieszałości i lekceważenia ze strony nauczycieli. Poza próbą poszukiwania optymalnych możliwości pedagogiczno-terapeutycznych i jednocześnie dostrzegając różnorodne ograniczenia tkwiące w uczniu i poza nim, zaproponowano zbiór zasad pedagogicznych w przeciwdziałaniu zjawisku nudy wśród uczniów, jak też praktyczne wskazania dla pedagogów w tym obszarze ich pracy.

Źródło:

Szkoła Specjalna; 2018, LXXIX(3); 165-172
0137-818X

Pojawia się w:

Szkoła Specjalna

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 20.

Tytuł:

Transmedialność jako transkulturowe doświadczenie ucznia
Transmediality as a transcultural experience of students

Autorzy:

Chawrilska, Irena

Powiązania:

https://bibliotekanauki.pl/articles/511305.pdf

Data publikacji:

2019

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

transmediality
transculturality
interculturality
students with migration experience

Opis:

Designing classes with the contribution of students who experienced migration and those without similar experiences becomes a didactic, pedagogical and cul-tural challenge. The aim of this paper is to analyse such phenomena in culture, which may provide inspiration for teachers as to how to think about teaching Polish culture in primary and secondary schools. The field for investigation is defined by the categories of transmediality and transculturality, since in the au-thor’s opinion the constant experiencing of transmediality and transmedia sto-rytelling in culture results in transcultural experiences. The author’s delibera-tions are based on examples from experimental poetry, forum theatre and am-bient literature.

Źródło:

Postscriptum Polonistyczne; 2019, 2 (24); 235-245
1898-1593
2353-9844

Pojawia się w:

Postscriptum Polonistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 21.

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

/5

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Skocz do pozycji: 22.

Tytuł:

An assessment of inclusive education in Sub Saharan Africa and a framework for evaluating an institution’s system

Autorzy:

Chitiyo, Argnue

Powiązania:

https://bibliotekanauki.pl/articles/2079805.pdf

Data publikacji:

2021-12-21

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

education students with disabilities in Africa
special education
inclusive education
barriers to implementation of inclusive education in Africa
students with disabilities

Opis:

Author of this article expresses belife that education is an essential tool for addressing most of the socio-economic challenges. Therefore, increasing access to education for children with disabilities can open up a whole lot of new and diverse opportunities for them. Base on datas the author certifyed, that most children with disabilities in African countries do not have access to good quality education. Consequently, they are less likely to get employed and are at increased odds of living in severe poverty. Traditionally, children with disabilities have been served in special education classes. However, not all schools in African countries have special education classes or facilities. According to the latest census data from across 11 African countries many children with disabilities are never enrolled into schools. This chapter summarizes the current state of affairs regarding the educational outcomes of children with disabilities, the challenges associated with adoption of inclusive education in African schools and proposes an inclusive education framework to facilitate its implantation and to guide schools in assessing their inclusive education efforts.

Źródło:

Człowiek - Niepełnosprawność - Społeczeństwo; 2021, 54(4); 119-130
1734-5537

Pojawia się w:

Człowiek - Niepełnosprawność - Społeczeństwo

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

Potential application of peer tutoring in the inclusive education of students with disability

Autorzy:

Andrzej, Twardowski,

Powiązania:

https://bibliotekanauki.pl/articles/955103.pdf

Data publikacji:

2020-03-31

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

inclusive education
peer tutoring
cross-age peer tutoring
same-age peer tutoring
classwide tutoring
tutors and tutees

Opis:

Both researchers and practitioners are interested in implementing best practices that improve educational outcomes for all learners. One solution to overcoming these challenges is the implementation of peer tutoring as a flexible strategy that involves students serving as academic tutors and tutees. In this article the author analyzes the following issues: (1) genesis and essence of inclusive education; (2) types of peer tutoring in the inclusive classrooms and (3) conditions for the effectiveness of peer tutoring in inclusive education.

Źródło:

Człowiek - Niepełnosprawność - Społeczeństwo; 2020, 47(1); 25-36
1734-5537

Pojawia się w:

Człowiek - Niepełnosprawność - Społeczeństwo

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

Tytuł:

Świadomość stanów emocjonalnych a osiągnięcia w nauce szkolnej uczniów słabowidzących w okresie wczesnej adolescencji
The awereness of emotional states and the educational achievements of students with visual impairments during early adolescence

Autorzy:

Kucharczyk, Izabella

Powiązania:

https://bibliotekanauki.pl/articles/1368715.pdf

Data publikacji:

2018-09-09

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

self-awareness emotions
emotions
students with visual impairments

Opis:

The purpose of this article is to present the results of research of the relationships between awareness of one’s emotions and the educational achievements of students with visual impairments during early adolescence. The study included 60 pupils from secondary schools in the region of Masovia. The study used the Emotion Awareness Questionnaire – Revised EAS-30-R. Rieffe, P. Oosterveld, A.C. Miers, M.M. Terwogt (2008) in the Polish adaptation by I. Kucharczyk and A. Dłużniewska, as well as school grades.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2017, 18; 73-91
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 25.

Tytuł:

Komparácia názorov učiteľov a študentov* učiteľstva na prácu so žiakmi so špeciálnymi výchovno-vzdelávacími potrebam

Autorzy:

Rovňanová, Lenka
Zólyomiová, Patrícia

Powiązania:

https://bibliotekanauki.pl/articles/2131195.pdf

Data publikacji:

2016

Wydawca:

Instytut Studiów Międzynarodowych i Edukacji Humanum

Tematy:

rofessional competencies
pedagogical activities
prospective teachers
difficulty level
students with intellectually gifted
inclusive education
children and students with special educationa

Opis:

This paper presents partial results of a comparative research aimed at developing professional competencies of teachers with an emphasis on activities with children with special educational needs, including gifted children. The aim was to determine whether there are differences between teachers with different length of teaching experience and students - future teachers in the subjective assessment of their performance in selected professional activities. We also investigated whether there is a correlation between variables (length and difficulty of teaching experience of professional activity). The research instrument was a questionnaire of our own design. The sample included 318 respondents: teachers with different length of teaching experience (n = 160) and master’s students of faculties of MBU** (n = 158). The data obtained were processed using descriptive statistics with many variables tools and interpreted at the chosen level of statistical significance (p <0.05). The results indicate the presence of statistically significant differences between the two groups and the presence of correlations between variables. It provides a firm foundation for the necessary changes in undergraduate teacher training and preparation for the implementation of inclusive education.

Źródło:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2016, 2(21); 175-190
1898-8431

Pojawia się w:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 26.

Tytuł:

Why is Self-Determination Important for Students with and without Disabilities in Vocational Education?

Autorzy:

Licardo, Marta
Schmidt, Majda

Powiązania:

https://bibliotekanauki.pl/articles/2004841.pdf

Data publikacji:

2016-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

self-determination
vocational education
students with disabilities
academic achievement

Opis:

The purpose of the study was to determine differences in self-determination between high school students with and without disabilities and to determine the influence of three predictors of self-determination in vocational education: gender, group and grade point average. Research was done by comparing students with the method of pairs. The results show that students with disabilities have a lower level of self-determination than their peers; significant predictors of self-determination are group and grade point average. Results reveal important fields of intervention for self-determination development, especially for students with disabilities in vocational education. This is also the first study of student self-determination in Slovenian vocational education with specific cultural and education background.

Źródło:

The New Educational Review; 2016, 46; 200-210
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 27.

Tytuł:

Potential curriculum conundrums with inclusive education for students with extensive and pervasive support needs

Autorzy:

Ryndak, Diane L
Baker, Dale
Matthews, Somer
Lansey, Kirsten
Taub, Debbie

Powiązania:

https://bibliotekanauki.pl/articles/2079813.pdf

Data publikacji:

2021-12-12

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

inclusive education
students with extensive and pervasive support needs

Opis:

Current research on students with extensive and pervasive support needs (EPSN) examines the effectiveness of evidence-based instructional strategies within general education classes on the same curriculum content being taught to their same-age classmates without disabilities. This research demonstrates that students with EPSN in general education classes make more Progress on both general education curriculum content and embedded essential skills than students with EPSN in segregated classes. In response, internationally students with EPSN increasingly are being taught in general education classes. With this change in context, education teams make deci¬sions about the curriculum content taught the students with EPSN, impacting the extent to which they have access to general education classmates, curriculum, and instruction. When teachers and administrators are not up to date on research, they face a conundrum about the curriculum content to offer students with EPSN, and their ensuing instruction. To date, four curriculum foci have been used and appear in the literature: (a) child development sequences; (b) functional activities; (c) alternate achievement standards or learning outcomes intended to be aligned with the general education curriculum content standards; and (d) general education curriculum content standards. The fourth focus is supported by the research and ensures students with EPSN have access to: (a) opportunities to learn the general education curriculum content; (b) specially-designed in¬struction embedded within general education instruction; (c) instruction across general education classes, activities, and routines to support generalized use of skills; and (d) instruction with their same-age classmates who do not have disabilities. With this focus, teams identify components of general education content that are most meaningful for a student with EPSN to participate in activities during classes and in the community and identify the supports and services that facilitate the student’s acquisition and use of the curriculum content.

Źródło:

Człowiek - Niepełnosprawność - Społeczeństwo; 2021, 53(3); 5-16
1734-5537

Pojawia się w:

Człowiek - Niepełnosprawność - Społeczeństwo

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

Tytuł:

Attitudes of Indian and Polish teachers towards inclusion of children and youth with disabilities in regular classrooms. A comparative analysis

Autorzy:

Ćwirynkało, Katarzyna
Parchomiuk, Monika
Gregory, Jess
Ravi, Sunitha

Powiązania:

https://bibliotekanauki.pl/articles/22665862.pdf

Data publikacji:

2023-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

inclusion of students with disabilities
teachers
attitudes
India
Polska

Opis:

Education of children with disabilities across the globe has been gradually evolving from segregation towards inclusion. The systems in Poland and India have also been following this path, yet due to their own unique historical, cultural, and social contexts, these countries have adopted rather dissimilar approaches to the process of inclusion. What is presented in this report are the results of the study, which aimed to explore both the attitudes of Polish and Indian teachers towards inclusive education of students with special educational needs resulting from mild to moderate disabilities and the significance of selected factors for their differentiation. Polish teachers generally declared more positive attitudes than Indian teachers. Two variables in Indian teachers (the location of the school where the respondents worked and personal contacts with people with disabilities) and one variable in Polish teachers (seniority) turned out to be important in differentiating their attitudes towards inclusion. Implication for practice and further research are discussed.

Źródło:

Edukacja Międzykulturowa; 2023, 23, 4; 119-132
2299-4106

Pojawia się w:

Edukacja Międzykulturowa

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 29.

Tytuł:

Tranzycja uczniów z niepełnosprawnością intelektualną z edukacji na rynek pracy - perspektywa rodzica
The transition of pupils with intellectual disability from education onto the labour market – the parent’s perspective

Autorzy:

Otrębski, Wojciech
Mariańczyk, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/1371218.pdf

Data publikacji:

2018-10-22

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

intellectual disability
employment
parents of students with intellectual disability

Opis:

The interactive model of vocational rehabilitation includes two key components: the rehabilitated individual and the vocational rehabilitation environment. The interaction of these two elements should contribute to the improvement of vocational competencies of people with disabilities[1]. Due to the fact that parents are considered as the second main contributors (just after teaching staff) of vocational training as well as life and vocational orientation of children and teenagers[2], the family environment can be treated as a significant part of the vocational rehabilitation of people with intellectual disability. Therefore, the aim of this study was to discover how parents of individuals with intellectual disability participate, if they do, in vocational training of their children.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 20; 47-75
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

Able-bodied vs. disabled people – infrahumanisation of students with disabilities (a case study)1

Autorzy:

Bełza-Gajdzica, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/951802.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

disabled students
group relations
infrahumanisation
rites of passage

Opis:

The article discusses the phenomenon of infrahumanisation in academic relations between able-bodied people (both students and academics) and students with disabilities. The main goal of the article is to show that infrahumanisation may make it difficult for young people with disabilities to build their capital for the future in the form of interpersonal relations. The paper uses Arnold van Gennep’s concept of the rite of passage as a model of entering adulthood, and focuses specifically on the stage of university education as the one which completes the transition into adulthood, and marks the beginning of a “normal” life (i.e. one consistent with social expectations). The phenomenon of infrahumanisation shown here on various levelsof academic life disrupts this process, and may hinder the inclusion/integration of disabled people into society. The relations between disabled students and non-disabled people who are part of the academic community in which the students operate may, however, also bridge the distance between the two groups, and thus contribute to paving the way to a respectful society, i.e. the way of equality.

Źródło:

Kultura-Społeczeństwo-Edukacja; 2019, 16, 2
2300-0422

Pojawia się w:

Kultura-Społeczeństwo-Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

The Possibilities of Education of Students with Special Needs at Universities in the Czech Republic Aiming at the University of Ostrava in Ostrava

Autorzy:

Kovářová, Renata

Powiązania:

https://bibliotekanauki.pl/articles/2031652.pdf

Data publikacji:

2014-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

University in the Czech Republic
students with special needs
support
current situation of students with specific needs
project at the University of Ostrava

Opis:

The aim of this paper is to present the possibilities to support students with special needs at universities in the Czech Republic. The paper focuses on the theoretical and legislative scope of the issue and it analyses the current situation of students with special needs at universities in the country. It is also referred to the ongoing project at the University of Ostrava in Ostrava which is focused on the active support of the tertiary education of students with special educational needs.

Źródło:

The New Educational Review; 2014, 36; 303-311
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

Tytuł:

Fremdsprachenunterricht als Kommunikation unter Berücksichtigung von gehörlosen Lernern
Foreign Language Teaching as Communication Including Students with Hearing Disfunction

Autorzy:

Zenderowska-Korpus, Grażyna

Powiązania:

https://bibliotekanauki.pl/articles/458619.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe

Tematy:

foreign language teaching
communication
students with hearing disfunctions
oralists

Opis:

How do people with the hearing impairments communicate with hearing people? Is it possible for oralists to learn foreign language? These questions are a starting point of the reviewed book. There is a need to broaden the scope of foreign language teaching for students with hearing disfunction as a part of inclusive teaching.

Źródło:

Linguistische Treffen in Wrocław; 2019, 16; 397-402
2084-3062
2657-5647

Pojawia się w:

Linguistische Treffen in Wrocław

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 33.

Tytuł:

Rola rówieśniczego tutoringu w edukacji inkluzyjnej uczniów z niepełnosprawnościami
The Role of Peer Tutoring in Inclusive Education of Students with Disabilities

Autorzy:

Twardowski, Andrzej

Powiązania:

https://bibliotekanauki.pl/articles/923089.pdf

Data publikacji:

2018-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

inclusive education
students with disabilities
peer tutoring
tutors and tutees

Opis:

Researchers and teachers are interested in implementing best practices that improve inclusion of students with disabilities in ordinary schools. One solution to overcome these challenges is the implementation of peer tutoring as a flexible, peer-mediated strategy that involves students serving as academic tutors and tutees. In this article the author analyzes the following issues: 1) genesis and essence of inclusive education, 2) theoretical basis of peer tutoring, 3) peer tutoring in dyads, 4) peer tutoring in classroom, and 5) conditions for implementing peer tutoring.

Źródło:

Studia Edukacyjne; 2018, 50; 31-44
1233-6688

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 34.

Tytuł:

Challenges for teachers and special pedagogy teachers working with students with special educational needs

Autorzy:

Kopek-Putała, Wioleta
Nodzyńska, Małgorzata
Bílek, Martin

Powiązania:

https://bibliotekanauki.pl/articles/472534.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie

Tematy:

specific learning disabilities,
special pedagogy,
subject teacher,
pedagogue,
research

Źródło:

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia; 2017, VII; 53-60
2083-7267
2450-3487

Pojawia się w:

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 35.

Tytuł:

Supporting Students in the Classroom: Training Paraprofessionals to Teach Self- Advocacy and Self-Determination Skills

Autorzy:

Tse, Courteney Mayumi
Pierson, Melinda R.

Powiązania:

https://bibliotekanauki.pl/articles/951823.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

students with dissabilities
paraprofessional training
selfdetermination skills
education
United States

Opis:

Students with disabilities lack the skills to become independent self-advocates. This article details a training program that was implemented for paraprofessionals who support students with disabilities in public school classrooms in the United States. Results indicated that advanced training of paraprofessionals improved student support which led to greater independence for the students with disabilities.

Źródło:

Kultura-Społeczeństwo-Edukacja; 2017, 11, 1; 7-22
2300-0422

Pojawia się w:

Kultura-Społeczeństwo-Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 36.

Tytuł:

STRIVE to improve educational outcomes: supporting students with disabilities in the general education classroom

Autorzy:

Schrauben, Kristen
Owen-DeSchryver, Jamie
Cale, Sanja

Powiązania:

https://bibliotekanauki.pl/articles/896496.pdf

Data publikacji:

2019-12-11

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

disability
general education
educational supports
teaching practices
social supports

Opis:

Increasingly, students with a variety of disabilities are being included in general education settings; however, many of these students have academic, behavioral, and social challenges that can interfere with their participation and performance. Teachers and school professionals supporting students with disabilities need effective and efficient strategies that can improve student outcomes. This paper describes a set of six domains of research-supported practices that can be implemented to support students. These practices are organized using the acronym STRIVE: Social supports, Teaching practices, Rewards and motivation, Independence, Visual supports, and Engagement. We include examples of how these practices can be used class-wide to support all students, and how they can be adapted to support specific students with disabilities. Practitioner-friendly applications and resources are included to support implementation within school settings.

Źródło:

Psychologia Wychowawcza; 2019, 58(16); 171-185
0033-2860

Pojawia się w:

Psychologia Wychowawcza

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 37.

Tytuł:

Visualization of the content of information technologies: supporting the education of students with autism

Autorzy:

Andrunyk, Vasyl

Powiązania:

https://bibliotekanauki.pl/articles/1833885.pdf

Data publikacji:

2020

Wydawca:

Polska Akademia Nauk. Oddział w Lublinie PAN

Tematy:

autism
autistic spectrum disorder
semantic differential
avatar
information technologies in education support
content visualization

Opis:

Psychologists, teachers of inclusive education (for example, a teacher's assistant), parents, and IT specialists are involved in the process of teaching students with autism. Modern information technologies of education support can help paraprofessionals to perform their functions. Virtualization of educational content, namely avatars in the mode of augmented (virtual) reality, will allow taking into account the personal learning opportunities and needs of students with autism. The semantic differential method should be used to understand how the proposed virtual assistant satisfies the individual characteristics of such a student.

Źródło:

ECONTECHMOD : An International Quarterly Journal on Economics of Technology and Modelling Processes; 2020, 9, 2; 11--18
2084-5715

Pojawia się w:

ECONTECHMOD : An International Quarterly Journal on Economics of Technology and Modelling Processes

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 38.

Tytuł:

Episodic memory in students with cerebral palsy
Pamięć epizodyczna u uczniów z porażeniem mózgowym

Autorzy:

Mousavi, Shokoufeh
Aghayousefi, Alireza
Mohsen Zadehhossein, Sayed
Honejani, Esmail
Mirjahanian, Nooshin

Powiązania:

https://bibliotekanauki.pl/articles/941407.pdf

Data publikacji:

2017

Wydawca:

Medical Communications

Tematy:

cerebral palsy
episodic memory
practical memory
verbal memory

Opis:

Objective: Motor defects in children with cerebral palsy ultimately negatively affect all the aspects of their development. Memory is one of the most important of these aspects. The present study has been aimed at comparing the episodic memory among students who suffer from cerebral palsy and healthy students. Material and methods: The research method in this study was a comparative causal method. A total of  36 middle school and  high school students have participated. The researchers first visited Taha School for children with physical and motor disabilities in Isfahan (Iran), and selected 18 of their students with cerebral palsy for the study (the total number of students with cerebral palsy in that academic year was 25, some of whom had severe disabilities and thus were not able to do the physical assignments of this study, hence they could not be selected). Then, considering the age, gender and socioeconomic condition of the group of students, a comparative group of healthy samples (18 persons) were matched with them. Verbal tasks and subject-performed tasks were applied to assess the students’ episodic memory. The memory was evaluated with a free recall test. Results: The results of t-test and ANOVA showed a significant difference between cerebral palsy students and the healthy ones in memory tasks. Overall, the students with cerebral palsy have shown fair and poor performance in verbal and practical memory tests compared to the healthy students. Conclusions: Dysfunction deficits and speech disorders are factors reducing the cognitive abilities of children affected by cerebral palsy. The studied children do not have enough ability to explore the surrounding world, which reduces their overall cognitive capacity. In this respect, impaired memory is an important part of their deficient cognitive functioning overall.
Cel pracy: Zaburzenia motoryczne u dzieci z porażeniem mózgowym wpływają niekorzystnie na wszystkie aspekty ich rozwoju, w tym także na pamięć. Niniejsza praca ma na celu porównanie pamięci epizodycznej w grupach uczniów z dziecięcym porażeniem mózgowym i uczniów zdrowych. Materiał i metoda: W pracy wykorzystano przyczynową metodę porównawczą. Badaniem objęto łącznie 36 uczniów w wieku gimnazjalnym i ponadgimnazjalnym. Autorzy przeprowadzili badania w szkole Taha w Isfahanie (Iran) dla uczniów z niepełnosprawnością fizyczną, kwalifikując 18 uczniów cierpiących na mózgowe porażenie dziecięce (całkowita liczba uczniów z mózgowym porażeniem dziecięcym uczęszczających do placówki w tym roku szkolnym wynosiła 25, jednakże niektórzy z nich dotknięci byli poważną niepełnosprawnością, uniemożliwiającą im wykonanie zadań ruchowych będących częścią badania, nie mogli więc w nim uczestniczyć). Następnie uwzględniając wiek, płeć oraz status socjoekonomiczny wyłonionej grupy uczniów, dopasowano do nich grupę porównawczą zdrowych uczniów (18 osób). W badaniu wykorzystano zadania werbalne oraz zadania motoryczne. Pamięć epizodyczną mierzono za pomocą zadań typu free recall (swobodnego przypominania). Wyniki: Wyniki testu t-Studenta oraz analizy ANOVA wskazują na istnienie statystycznie istotnej różnicy pomiędzy uczniami z porażeniem mózgowym a uczniami zdrowymi w zadaniach pamięciowych. Ogólnie rzec biorąc, uczniowie z porażeniem mózgowym osiągnęli umiarkowane i słabe wyniki w zadaniach werbalnych i pamięciowych w porównaniu z uczniami zdrowymi. Wnioski: Dysfunkcje ruchowe oraz zaburzenia mowy są czynnikami ograniczającymi zdolności kognitywne dzieci dotkniętych porażeniem mózgowym. Badane dzieci nie mają wystarczającej możliwości poznawania otaczającego świata, co ogranicza ich ogólną zdolność poznawczą. Upośledzenie pamięci jest więc istotną częścią ogólnego deficytu funkcji poznawczej u dzieci z porażeniem mózgowym.

Źródło:

Psychiatria i Psychologia Kliniczna; 2017, 17, 3; 179-182
1644-6313
2451-0645

Pojawia się w:

Psychiatria i Psychologia Kliniczna

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 39.

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

/5

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Skocz do pozycji: 40.

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

/5

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Skocz do pozycji: 41.

Tytuł:

Nauka języków obcych uczniów z dysfunkcją słuchu
Learning foreign languages by students with hearing disfunctions

Autorzy:

Skowronek, Barbara

Powiązania:

https://bibliotekanauki.pl/articles/2044530.pdf

Data publikacji:

2021-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

hearing impairment
teaching foreign languages to hearing impaired students

Opis:

Hearing impaired people have serious communication problems: both with (full) understanding of reality and with learning the first language. In order to counteract communication exclusion, they compensate for the deficiencies with an increased use of other senses. They learn the first language consciously with the help of a speech therapist, compensating for hearing dysfunctions, e.g. wide-angle vision. Karpińska-Szaj calls such learning inclusive; they can be successfully used in teaching foreign languages.

Źródło:

Scripta Neophilologica Posnaniensia; 2021, 21; 247-262
1509-4146

Pojawia się w:

Scripta Neophilologica Posnaniensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 42.

Tytuł:

Students with specific learning disabilities in the higher education system in Israel: successes and challenges

Autorzy:

Mandelblit, Ronit

Powiązania:

https://bibliotekanauki.pl/articles/433715.pdf

Data publikacji:

2020-07-02

Wydawca:

Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN

Opis:

Studies show the very high probability that a child with learning disabilities will grow up to be an adult with learning disabilities and will experience difficulties in his academic or professional stud- ies and in the world of employment. Today, there is an increase in the number of students with learn- ing disabilities in academic institutions in Israel and around the world, with the extent of students with learning disabilities in Israel being estimated at up to 15% of diagnosed students. The article discusses the problem that most studies address children and teens with learning disabilities, while knowledge about coping with students with learning disabilities in the higher education system is limited. Moreover, there seems to be no uniform policy on supporting these students. The article is addressed to policymakers and lawmakers in Israel’s higher education system, with the aim of presenting current support and proposing changes and improvements intended for these students.

Źródło:

Rocznik Pedagogiczny; 2019, 42; 123-140
0137-9585

Pojawia się w:

Rocznik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 43.

Tytuł:

Self-assessment of some teacher competencies for working with children with disabilities

Autorzy:

Kadum, Sandra
Radetić-Paić, Mirjana

Powiązania:

https://bibliotekanauki.pl/articles/1366466.pdf

Data publikacji:

2021-06-17

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

students with developmental disabilities
competencies
teachers
self-assessment
lifelong education

Opis:

Aim. The aim of this study is to define teacher competencies and some specific differences in self-assessment with regard to the completion of studies according to the new or the old curriculum. Efforts were also made to gain insight into the specific deficiencies of the competencies related to the integrated education and training of children with developmental disabilities. Methodology. The research was conducted on a sample of 212 regular primary school teachers who dealt with children with disabilities in their work. A questionnaire constructed for the purposes of this research was used. Previously, a pilot study was conducted. Participants were divided into two groups. One group of teachers who were educated according to the old program and teachers who were educated according to the new program in the broad context of working with children with disabilities. Results. The obtained results indicate differences between the observed groups and the need for continuous (self) assessments of teachers’ responsibilities to enable students with disabilities to learn and thrive in line with their abilities as well as to find alternative ways to meet their different needs in a wider sense. Also, teachers are aware of the need for continuous training in this area. These findings have contributions in the scientific and practical sense.

Źródło:

Journal of Education Culture and Society; 2021, 12, 1; 239-252
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 44.

Tytuł:

Students with special educational needs in distance learning during the COVID-19 pandemic – parents’ opinions

Autorzy:

Trzcińska-Król, Maria

Powiązania:

https://bibliotekanauki.pl/articles/941453.pdf

Data publikacji:

2020-10-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

parents
opinions
children with special educational needs
distance learning

Opis:

This article focuses on how children with special educational needs, psychological and pedagogical opinions and advice and guidance on how to work with them, and their parents are coping in a distance learning situation. Four research problems have been formulated, i.e., What changes do parents notice in the child’s motivation to learn during distance learning education? What limitations and difficulties arise with distance learning education? What are the attitudes of children during distance learning in the opinions of their parents? Do parents notice any progress in their children’s learning during distance learning education? For research on the key methods used and interview technique. The research was conducted on the basis of the opinions of parents, who during distance learning education were stronglyinvolved in the educational processes of their children, and often took on the role of a teacher. Self-study for children is limited by the challenge, cannot be met, and remote learning evokes great emotions in them. In the opinion of parents, distance learning education tools are not conducive to the focus of attention on the part of their children.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2020, 29; 173-191
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 45.

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

/5

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Skocz do pozycji: 46.

Tytuł:

Diagnostic and intervention competences of a teacher regarding the work with students with CAN syndrome

Autorzy:

Seidler, Peter
Kurincova, Viera

Powiązania:

https://bibliotekanauki.pl/articles/28763448.pdf

Data publikacji:

2004-04-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

teachers' competences
CAN syndrome
CAN child at school

Opis:

The paper discusses some problems of teachers' pre-gradual preparation and practice in the area of teachers' competences forming. The primary attention is paid to diagnostic and intervention competences in education.

Źródło:

The New Educational Review; 2004, 2; 9-16
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 47.

Tytuł:

THE EFFECTS OF VARIOUS HEEL SLOPES ON LUMBOSACRAL BIOMECHANICAL ANGLES IN STUDENTS WITH HYPER LORDOSIS

Autorzy:

Saiediborojeni, Hamidreza
Mashalchi, Hamideh
Mahdavikian, Somayeh
Fallahi, Masoud
Saiediborojeni, Soheil
Mahvar, Tayebeh

Powiązania:

https://bibliotekanauki.pl/articles/2138037.pdf

Data publikacji:

2021-06-07

Wydawca:

Fundacja Edukacji Medycznej, Promocji Zdrowia, Sztuki i Kultury Ars Medica

Tematy:

lumbosacral
heel slope
corrective exercise
hyperlordosis

Opis:

Posture disorders in school-age children are highly frequent. Poor movement and lack of physical mobility are the main causes of physical weaknesses. Thus, corrective exercises with the aim of solving these problems are significant. The aim of this study was an evaluation of the effects of various heel slopes on lumbosacral biomechanical angles in students with hyperlordosis. In this quasi-experimental study, 15 female students who were di- agnosed with hyperlordosis, participated in this study. They were divided into 3 groups (n=5) and performed corrective exercises on +3.7°, 0°, and -3.7° slopes for 8 weeks, 3 times a week. The changes in the lumbar lordosis angle (LLA), sacral based angle (SBA), and lumbosacral angle (LSA) were determined. Data were analyzed by SPSS 18 software using non-parametric test followed by the Krus- cal-wallis test. P<0.05 was considered significant. The results indicated no significant difference regarding the changes in LLA, SBA, and LSA in students with hyperlordosis (p>0.05) de- spite the decrease in the means of the angles in all groups. The results showed that by increasing the heel slope, the lumbo - sacral slope decreases also the lumbosacral angle decreases by decreasing the heel slope, this may indicate an association between these angles.The findings can help parents choose more appropriate shoes for their children to both prevent the incidence of posture dis- orders during childhood and spinal disorders in adulthood.

Źródło:

Acta Neuropsychologica; 2021, 19(2); 209-217
1730-7503
2084-4298

Pojawia się w:

Acta Neuropsychologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 48.

Tytuł:

Impact of Role-play Activity on Evolution of Cohesion among Students with Specific Language Impairment

Autorzy:

Kolesnikova, Iryna V.
Shilova, Irina M.
Polivoda, Marina A.

Powiązania:

https://bibliotekanauki.pl/articles/1178664.pdf

Data publikacji:

2017

Wydawca:

Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN

Tematy:

Specific language impairment
group cohesion
role-play
sociometry

Opis:

In the present study we aimed to evaluate the effect of role-play on group cohesion among students with specific language impairmentt. This pre and post-test study rely on role-play and primarily based on two standardized assessment methods. Twelve students with specific language impairment were participated. After twenty-seven sessions of role-play, group cohesion index and sociometric scale were established and carried out accordingly. The results characterized as statistically significant. This study laid useful groundwork for the future implementation of role-play that may provide additional insights into group cohesion of children with specific language impairment research.

Źródło:

World Scientific News; 2017, 67, 2; 161-172
2392-2192

Pojawia się w:

World Scientific News

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 49.

Tytuł:

Educational spaces for students with autism spectrum disorders
Przestrzenie edukacyjne dla uczniów w spektrum autyzmu

Autorzy:

Pogoda, Julia
Majczyk, Joanna

Powiązania:

https://bibliotekanauki.pl/articles/2174419.pdf

Data publikacji:

2022

Wydawca:

Politechnika Wrocławska. Oficyna Wydawnicza Politechniki Wrocławskiej

Tematy:

education
school design
autism spectrum
inclusivity
universal design
edukacja
projektowanie szkoły
spektrum autyzmu
inkluzywność
projektowanie uniwersalne

Opis:

This study aims to present the relationship between the architectural surroundings and the needs of children with autism spectrum disorders in the educational environment. Therefore, it began with identifying the special needs of children with ASDs (Autism Spectrum Disorder) and the ways in which these needs are addressed in school designs carried out in the USA and Great Britain. The study also shows a few Polish attempts to create autism-friendly schools. Finally, an attempt was made to extend the paradigms of "universal design" with activities necessary to increase the comfort of using educational institutions by children with autism spectrum disorders.
W niniejszym opracowaniu przedstawiono zależności między otoczeniem architektonicznym a potrzebami dzieci ze spektrum autyzmu w środowisku edukacyjnym. Rozpoczęto od wskazania specjalnych potrzeb dzieci z ASD (Autism Spectrum Disorder) i sposobów, w jaki odpowiada się na te potrzeby w projektach szkół zrealizowanych w USA i w Wielkiej Brytanii. W artykule pokazano też nieliczne polskie próby tworzenia szkół przyjaznych autystykom, a na końcu podjęto próbę rozszerzenia paradygmatów „projektowania uniwersalnego” o działania konieczne do zwiększenia komfortu użytkowania placówek edukacyjnych przez dzieci ze spektrum autyzmu.

Źródło:

Architectus; 2022, 3 (71); 69--77
1429-7507
2084-5227

Pojawia się w:

Architectus

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 50.

Tytuł:

Sfera linguakultury jako niezbędny element integracji
The lingua-cultural sphere as an essential element of integration

Autorzy:

Hajduk-Gawron, Wioletta

Powiązania:

https://bibliotekanauki.pl/articles/511344.pdf

Data publikacji:

2019

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

lingua-culture
inclusion
integration
Polish language glottodidactics
students with migration experience

Opis:

The paper addresses the aspect of lingua¬ culture and its role in teaching Polish among students with migration experiences at a Polish school. Polish as the language of school education serves as a tool used in the process of learning about the world, but it is also a guarantee of efficient social integration. Moving smoothly within the lingua¬ cultural sphere (deciphering cultural codes hidden in the language) in the case of users of the language who come from a different linguistic and cultural background enables free communication as well as a sense of connection with the host environment. The author supports this prop-osition with theoretical interpretations (Edward Sapir’s and Claire Kramsch’s views) as well as with practical experience of a foreign language teacher, using the example of selected literary texts (the work of Grzegorz Kasdepke).

Źródło:

Postscriptum Polonistyczne; 2019, 2 (24); 247-258
1898-1593
2353-9844

Pojawia się w:

Postscriptum Polonistyczne

Dostawca treści:

Biblioteka Nauki

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