Skocz do pozycji: 1.

Tytuł:

Aktualne problemy edukacji uczniów z niepełnosprawnością w percepcji nauczycieli w różnych formach kształcenia specjalnego

Autorzy:

Lipińska-Lokś, Jolanta

Powiązania:

https://bibliotekanauki.pl/articles/645070.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

student with a disability
special education
special education teache

Opis:

Education of students with disabilities is a challenge for teachers engaged in various forms of special education. Due to recognizing the limitations and problems connected with education of such a diverse group of students, new solutions are sought.This article compares the higher education systems between China and Ukraine.

Źródło:

Kultura-Społeczeństwo-Edukacja; 2015, 7, 1; 159-177
2300-0422

Pojawia się w:

Kultura-Społeczeństwo-Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 2.

Tytuł:

Pre-service Special Education Teachers’ Knowledge about Autism

Autorzy:

Al-Hiary, Ghaleb M.
Migdady, Yusef M

Powiązania:

https://bibliotekanauki.pl/articles/1967757.pdf

Data publikacji:

2019-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

autism
pre-service special education teachers
knowledge
Jordan
special education

Opis:

There is a great deal of concern in respect to the increase autism prevalence rates. Teachers are responsible for teaching students in their classrooms. However, research findings suggest that special education teachers are underprepared and express ‘low” to “moderate” levels of knowledge about autism. Analysis of several databases revealed no studies concerning levels of knowledge about autism among pre-service special education teachers. The presented study aimed at investigating pre-service special education teachers’ levels of knowledge about autism. A test was developed for the purpose of this study. Further, a sample of 56 pre-service special education teachers responded to the study test. Participants were enrolled in a training session of 12 hours, 4 times a week. The participants responded to pre- and posttest. Results indicated that the levels of knowledge among the study sample was within the “low” range. However, this shifted toward the “moderate” levels after finishing the training. Additionally, there were no differences between male and female participants and year level in respect to the levels of knowledge about autism either before or after receiving the training. The participants differ in the levels of knowledge on GPA rating in the pretest results, but not the posttest results.

Źródło:

The New Educational Review; 2019, 55; 277-289
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 3.

Tytuł:

Pedagogika emancypacyjna a pedagogika specjalna – kluczowe kategorie w emancypacyjnym dyskursie niepełnosprawności
Emancipatory pedagogy and special education – the key categories in emancipatory discourse of disability

Autorzy:

Podgórska-Jachnik, Dorota

Powiązania:

https://bibliotekanauki.pl/articles/920359.pdf

Data publikacji:

2015-09-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

education
emancipation
special education
disability

Opis:

Interest of special education in the issue of emancipation emerges from an opres- sion, often experienced by people with disabilities. Emancipation is usually under- stood as liberation from all kinds of dependence, oppression or fear, as the attain- ment of self-reliance and independence. This justifies the importance of stimulating the activity of emancipation by special educators. The issue, however, is a way of shaping emancipation competences. Although the emancipatory paradigm has not yet been fully utilized within this sub-discipline, it seems to be an inspiring research perspective. The article presents the key issues, discourses and concepts associated with the paradigm of emancipation in special education.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2015, 10; 15-32
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 4.

Tytuł:

Zjawisko pozoru w systemie kształcenia uczniów niepełnosprawnych – próba identyfikacji i propozycje rozwiązań
An attempt at identifying the phenomenon of pretense in the education of students with disabilities and proposals for solutions

Autorzy:

Parys, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/920073.pdf

Data publikacji:

2014-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

disabilities
special education
chance

Opis:

The article points out the phenomenon of pretence in education of students with disabilities. Activities, which are assumed to help equalization of educational opportunities for students with disabilities – but in effect that is not achieved, were discussed. The author indicates possible causes of selected sham activities and she suggests solutions that can help reduce the pretence in the field of special education.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2014, 4; 29-55
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 5.

Tytuł:

On the continuum from mainstreaming to inclusion: the development of the approaches towards students with special needs and their expression in the educational frameworks in Israel

Autorzy:

Bar, Nava
Kizel, Arie

Powiązania:

https://bibliotekanauki.pl/articles/920372.pdf

Data publikacji:

2015-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Special education in Israel
Students with Special Needs
Continuum of Special Education Frameworks

Opis:

The State of Israel, like other developed countries around the world, engages intensively in the thinking about and care of students with special needs (SwSN). Israel attempts to open rang of possibilities to this population in its considerable diversity, while responding to the challenges faced by the population of students defined in Israel as „special education”. This article presents the developing approaches, which are at the basis of the special educational system in Israel, as a case study of the reference to SwSn. The first part of the article presents the ideological elements of the special education system in Israel throughout its historical development, and the second part presents the way in which the continuum of the educational frameworks was understood to serve the educational perception.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2015, 11; 163-187
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 6.

Tytuł:

Evaluation of Special Education Teachers’ Opinions about Literacy Textbooks, Teaching Individuals with Intellectual Disabilities

Autorzy:

SARI, Hakan
Gökdağ, Hatice
Ahsen Ela, KIZILKAYA

Powiązania:

https://bibliotekanauki.pl/articles/451846.pdf

Data publikacji:

2018

Wydawca:

Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie

Tematy:

special education
Individuals with special education needs
literacy
textbook
intellectual disabilities

Opis:

Objectives: The overall aim of the study is to evaluate the textbooks used in teaching literacy for students with intellectual disabilities in terms of teacher opinions. Material and methods: It is a qualitative research. Semi-structured interview method was chosen in the research among interview types included in qualitative research methods. The research was carried out with the participation of teachers in the sub-special classes within the primary schools and Vocational Training Centres affiliated to the Directorate of National Education in Konya. Sixteen teachers, eight male, and six female participated in the survey voluntarily. Five of the teachers are from the Special Education Department, five are from the Class Teacher, and six are graduated from different departments and have an average of twelve years of professional experience. Teachers have experience in teaching literacy skills to students with intellectual disabilities for at least six years of their professional lives. Results: As regarding the textbook used in the literacy teaching, the teachers stated that the books used in literacy teaching are written in plain text and that the plain writing is appropriate. They pointed out the importance of its being suitable for daily life, the ability of children with intellectual disabilities to grasp the straight line more easily, and it is also easy writing in terms of motor development. Conclusions: Children with intellectual disabilities learn to read and write at the same stages as normal children. However, this process is long-lasting. In the reading and writing process, the curriculum should be determined according to the needs of the learners and the activities should be increased, designed to appeal to the greatest possible senses, the motivation of the students should be kept at the highest level.

Źródło:

Journal of Modern Science; 2018, 38, 3; 53-72
1734-2031

Pojawia się w:

Journal of Modern Science

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 7.

Tytuł:

Wyzwania stojące przed początkującymi nauczycielami nauczania specjalnego przygotowującymi zindywidualizowane programy edukacyjne dla uczniów ze specjalnymi potrzebam
The Challenge of Special Education Novice Teachers in Building of Individualized Education Program for Special Needs Students

Autorzy:

Bar, Nava

Powiązania:

https://bibliotekanauki.pl/articles/916527.pdf

Data publikacji:

2019-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Special Education
Individualized Education Program (IEP)
Special Education Novice Teacher (SENT)
Induction Year

Opis:

The individualized education program (IEP) constitutes a main component in the formation and adjustmentof special education services, the supports, and the teaching for special needs students. It is based on the recognition of the differences among special needs students and the need to provide an answer to this diversity. This article presents findings of a longitudinal qualitative study, conducted among thirty special education novice teachers (SENTs) in Israel. The study examined the perceptions of the SENTs on the continuum of the induction year, regarding the obligation, anchored in the Special Education Law (1988), to build IEPs to their special needs students – already in their first steps of their entry into teaching, and the support they received for coping with this challenge.

Źródło:

Studia Edukacyjne; 2019, 55; 283-297
1233-6688

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 8.

Tytuł:

Analiza wybranych norm prawnych określających nowe obowiązki nauczycieli i specjalistów wychowania przedszkolnego i wczesnoszkolnego oraz poradni psychologiczno-pedagogicznych
The analysis of selected legal standards defining the new responsibilities of teachers, pre-school and early education specialists as well as psychological and pedagogical counseling centers

Autorzy:

Serafin, Teresa

Powiązania:

https://bibliotekanauki.pl/articles/919976.pdf

Data publikacji:

2013-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

special education
early education
legal standards

Opis:

The purpose of this article is to draw attention to the inconsistencies and incoherence in the applicable provisions of education law in relation to the education of pupils with special educational needs arising from disability. Therefore, this paper presents an analysis of the current rules in relation to pre-school and early education and teaching with a focus on the following aspects: 1) new tasks for pre-school and early education teachers, 2) duties of teachers, psychologists and other professionalsworking in kindergartens and schools, for psychological and pedagogicalcounseling centers as well as pre-school and early elementary education teachers, 3) qualification requirements under the regulation of the Minister of Education and requirements for skills gained during studies and determined by the regulation of the Minister of Science and Higher Education on teacher preparation standards in the context of pre-school and early elementary education teachers’ work, 4) comparison between a decision on the need for special education and a certificate of disability.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2013, 2; 25-55
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 9.

Tytuł:

Pedagogika specjalna jako przedmiot zainteresowania współpracowników lwowskiej „Szkoły” (w II połowie XIX wieku)
Special education as a subject of interest to the collaborators of “Szkoła” from Lviv (in the second half of the 19th century)

Autorzy:

Wałęga, Agnieszka

Powiązania:

https://bibliotekanauki.pl/articles/1795616.pdf

Data publikacji:

2020-09-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

special education
“Szkoła” pedagogical journal

Opis:

oldest pedagogical journal published in Galicia, Eastern Europe, in the last 30 years of the 19th century. To date, these problems have not been analysed in detail in literature on the subject. The journal, devoted in particular to teachers’ training colleges and folk schools, was recommended to teachers in the south of Poland (which at that time was a part of the Austro-Hungarian Empire) as an important means of self-education. It was emphasized that knowledge acquired in teachers’ training colleges had to be broadened and the candidates for teachers, as well as professional Galician educators, should do it on their own. This concerned, among other things, the knowledge of the idiosyncrasies of working with disabled pupils. An analysis of the annual volumes of the journal from 1868–1899 demonstrates that its editors and collaborators dealt with issues in the field of oligophrenopedagogy, education of the deaf and people with impaired hearing, education of the blind and social rehabilitation. Articles published in the journal familiarized the readers with the history and contemporary problems of special education. They also supplied valuable educational and methodological instructions for parents, guardians and teachers of disabled children.

Źródło:

Biuletyn Historii Wychowania; 2020, 43; 44-66
1233-2224

Pojawia się w:

Biuletyn Historii Wychowania

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 10.

Tytuł:

Special Education in the Context of Educational Shifts towards Inclusion

Autorzy:

Papuda-Dolińska, Beata

Powiązania:

https://bibliotekanauki.pl/articles/1985556.pdf

Data publikacji:

2018-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

special education
inclusive education
special educational needs
disability

Opis:

The paper analyzes a confusion in the special education field caused by paradigm shifts towards social model of disability and inclusive model of education of children with special needs. Theoretical considerations concern the changes in the subject of the special education field’s interests, terminology, teaching methods and methodology employed by a special education discipline. In the paper special education’s and inclusive education’s assumptions were confronted. As it turned out, in many points they are contradictory. Especially, the notion and practice of categorization rooted in traditional special education and demonstrable in special needs definition, teachers’ training or teaching methods seem to be very difficult challenges for implementation of inclusive education.

Źródło:

Kultura i Edukacja; 2018, 2(120); 174-191
1230-266X

Pojawia się w:

Kultura i Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

Tytuł:

Special education in Poland (until 1989) – historical perspective

Autorzy:

KULBAKA, JACEK

Powiązania:

https://bibliotekanauki.pl/articles/941279.pdf

Data publikacji:

2019-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

history of special education
disability

Opis:

The article is dedicated to presenting the information regarding the origins, organisation and the activity of special schools and institutions in Europe, with the particular focus on Polish territories (from the beginning of the 19th century to the final years of the Polish People’s Republic). The text nature may be included within the framework of inquiries regarding the history of education. Referring to the wide historical context (social, political, economical, legal, outlook and other determinants), the aim of the author of the text was to introduce the accomplishments of particular individuals, and various institutions active for the children with disabilities, in the discussed period.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 27; 117-149
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 12.

Tytuł:

The new school of Ukraine and the problems of provision of the qualitative education of the special children

Autorzy:

Victor, Syniov,
Oleksiy, Havrylov,

Powiązania:

https://bibliotekanauki.pl/articles/890373.pdf

Data publikacji:

2018-07-26

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

special education
children
inclusive education
socialization
Ukraine

Opis:

The article talks about the problems and the prospects of the development of school education of children with psychophysical violations placing the emphasis on the professed inclusive orientation of the new Ukrainian school. We analyze theoretical conditions and their practical implementation in the Ukrainian special education’s history. It enables the author to conclude on the main condition for providing the education quality for children with abnormalities of different nosology. Here, we speak about the special medical, psychological, and pedagogical provision, staff assistance and methodological support of their social and biological needs in rehabilitation and personal fulfillment, the necessity of compensatory and correctional work where there is a violation of the development and socialization of children

Źródło:

International Journal of Pedagogy, Innovation and New Technologies; 2018, 5(1); 91-97
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: 13.

Tytuł:

Inclusive schools: Are teachers adequately prepared for inclusion?

Autorzy:

Divon, Dikla

Powiązania:

https://bibliotekanauki.pl/articles/930369.pdf

Data publikacji:

2020-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Education
Special Education
Integration
Inclusion
Inclusive Schools

Opis:

This article will discuss one of the main topics on the educational and social agendas in Israel. Integrating children and adults with special needs into schools and the community is a worldwide issue. Many researchers have tried to find and evaluate the most effective integration methods, to assist people with special needs and enable them high quality of life and equality. In this article, we will look at the process of integrating students with special needs and the transition that took place during the last few decades regarding the idea of “inclusion”, which is now a top priority for the Ministry of Education’s directors. Based on recent studies, we will examine whether school teaching staff and student teachers are ready to implement inclusive programs in schools as required. We will then propose ways to optimize the training of the educational staff, towards the implementation of the inclusive programs.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2020, 30; 33-51
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 14.

Tytuł:

The ‘parents’ choice’: the recent perceptual changes in special education law in israel and its implementation in the field

Autorzy:

Bar, Nava
Kanj-Sirhan, Boshra

Powiązania:

https://bibliotekanauki.pl/articles/940698.pdf

Data publikacji:

2019-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Special Education
Special Education Law in Israel
Activities of Daily Living (ADL) Assessment
‘Parents’ Choice’

Opis:

The Israeli educational system is dealing intensively for the last two decades in the assimilation of the inclusion approach of student with special needs (SwSN) in general education. The first part of the article presents the historical development of special education in Israel as a background to the presentation of the new amendment of Special Education Law – Amendment 11 (2018). The current stage of the Eleventh Amendment implementation aims to ensure the inclusion of SwSN in the general education by an allocation of budget for his needs according to a standard assessment of his functioning level, in addition to his disability. The SwSN parents’ will decide about their child placement according to the model of “The Parents’ Choice”, and the student’s budget will be transferred to the chosen educational framework according to the “Funding Follows the Child” principle. The second part of the article presents a case study of special education school in Israel for students with intellectual developmental disabilities that gradually assimilate the spirit of the law amendment from both aspects – standard assessment of the students functioning and parental partnership, as part of professional work processes carried out at school in Activities of Daily Living (ADL) field.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 26; 143-162
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 15.

Tytuł:

Orzeczenie o potrzebie kształcenia specjalnego jako podstawowy dokument organizowania warunków kształcenia specjalnego
Ruling on the Beed for Special Education as the Basic Document for Organising Conditions for Special Education

Autorzy:

Wielebski, Mariusz

Powiązania:

https://bibliotekanauki.pl/articles/1371306.pdf

Data publikacji:

2018-10-22

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

ruling
disability
special educational needs
special education

Opis:

Parents who have children with intellectual disability have many difficulties in getting help for their children. First step is collecting documents, second is delivering to Poradnia Psychologiczno – Pedagogiczna, third waiting for the decision, fourth giving it to school and finally getting help. I try to help them and other people. I show, how is important cooperation between parents-teachers-specialist. If it is well we haven’t any problems and everything is easy and short.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 20; 161-178
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 16.

Tytuł:

Szkolnictwo i kształcenie specjalne w Polsce. W perspektywie setnej rocznicy odzyskania niepodległości

Autorzy:

Jacek, Kulbaka,

Powiązania:

https://bibliotekanauki.pl/articles/892206.pdf

Data publikacji:

2019-04-20

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

disability
history of special education
special pedagogy

Opis:

The article is an attempt to depict the genesis, situation and directions of the development of special education for children during the Interwar Period. The author attempts to characterise the situation of education for: the morally neglected (socially unfit), the mentally handicapped (intellectually disabled), the blind and deaf (deaf). The text includes aspects of education policy, the topic of teacher meetings, normative acts, the activities of people who have contributed to special education and others.

Źródło:

Kwartalnik Pedagogiczny; 2018, 63(4(250)); 86-101
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 17.

Tytuł:

(Neo)liberalne uwikłania emancypacyjnego paradygmatu pedagogiki specjalnej
(Neo)liberal involvement of the emancipatory paradigm of special education

Autorzy:

Wlazło, Marcin

Powiązania:

https://bibliotekanauki.pl/articles/920353.pdf

Data publikacji:

2015-09-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

(neo)liberalism
the emancipation
special education

Opis:

Education and rehabilitation of people with disabilities are included in the mainstream of social life as a realization of a particular model accounting for both human beings and human relationships. The emplacement of disability and the tasks of special edu-cation in the emancipatory paradigm implies acceptance of the principles derived from the assumptions of liberalism as a concept explaining the essence of human freedom. At the same time the emancipatory trend in the sciences of education has clearly socio-political nature, which essence is the opposition to ideological and economic domina-tion and exclusion of certain social groups. To a large extent it is the opposition to the rules of the neoliberal economy, treated as a source of social and economic crisis. This article presents the relationship between the idea of freedom and the free market in the context of the social model of disability and special education emancipatory paradigm.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2015, 10; 33-49
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 18.

Tytuł:

(Non)integrated culture in Polonia Maior elementary schools – from the perspective of the teachers of integrated classrooms

Autorzy:

PACHOWICZ, MATYLDA

Powiązania:

https://bibliotekanauki.pl/articles/938602.pdf

Data publikacji:

2019-06-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

special education
students with disability
integration and inclusive education
main and assistant teacher
universal and special education culture

Opis:

The Activities of Polish educational authorities are aimed at eliminating special education in Poland, for the development of integrated and inclusive education, following a model of certain European Union countries. Due to the new trends, the demand for special pedagogues in mainstream schools is increasing. Thus, the nature of both mainstream schools and mainstream pre-schools, as well as, special education establishments, is changing. Education of children with various types of development disorders has become a general educational problem. Not only does a narrow group of specialists deal with it, but it has also resulted in a change within the educational culture of Polish schools. In regard to the above, the school’s culture towards the Different, can be either pro-integrated or anti-integrated. A very important role, in the process of shaping a specific school culture, is played by teachers, their motivation to work, their professional preparation and the way they perceive the development of students with disorders.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 25; 177-196
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

Opór jako fenomen interdyscyplinarny – inspiracje dla pedagogiki specjalnej
Resistance as an interdisciplinary phenomenon – inspiration for special education

Autorzy:

Gumienny, Beata

Powiązania:

https://bibliotekanauki.pl/articles/1372533.pdf

Data publikacji:

2018-09-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

resistance
critical pedagogy
disability
special education

Opis:

The article is concerned with the issue of resistance, with particular focus on the philosophical, sociological, psychological and educational adumbration. The interdisciplinary notion of the resistance phoneme constitutes a contribution to its introduction to the special education area, to the world of persons with disabilities. Moreover, attention was drawn to the learning environment as a place triggering the students’ resistance to the school system and authority. The undertaken considerations have been located in the critical theory, defining the stance on authoritarianism, injustice, emancipation or liberation, and especially on stigmatization, marginalization and exclusion.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 22; 239-258
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 20.

Tytuł:

Special Education in the Twenty-Second Century?

Autorzy:

Zaorska, Marzenna

Powiązania:

https://bibliotekanauki.pl/articles/2048344.pdf

Data publikacji:

2014-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

special education
development
transhumanism
cyborgization
posthuman

Opis:

At present, not only the representatives of the world of science, but also ordinary inhabitants of the Earth follow evolutionary theories with interest. They ask themselves questions such as: Who are we in reality?, How have we developed in the history of humanity?, Have we indeed, as claimed by Charles Darwin, evolved from creatures who physically and intellectually were, colloquially speaking, no match for us?, Where are humanity and the human heading for and what will humans look like in the future?, What will the world be like in a few centuries? At a time when the dispute between the opponents and propagators of the theory of evolution is still hot, many scientists – assuming that evolution indeed takes place – wonder where this evolutionary process will lead us.

Źródło:

Kultura i Edukacja; 2014, 6(106); 218-239
1230-266X

Pojawia się w:

Kultura i Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 21.

Tytuł:

Analysis of discourse on education and rehabilitation of people with disabilities coupled in the Czech Republic.

Autorzy:

Kasprzak, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/951730.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

multiple education
Czech Republic
special education
pedagogical research

Opis:

At the core of the Czech education system and rehabilitation for people with multiple disabilities to the assumption that this is a group that requires a specialized approach to this issue. The main purpose of the text is to present the organization of education of people with multiple disability in the Czech Republic. Education and rehabilitation with the participation of people with multiple disabilities encourages to undertake research related to the dynamics of changes as well as their size. This work is an attempt to show how various factors have shaped the current form of education of people with multiple disability in the Czech Republic.

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: 22.

Tytuł:

The idea of the exclusion of necrophilic attitudes in critical psychology of Erich Fromm

Autorzy:

Śliwerski, Bogusław

Powiązania:

https://bibliotekanauki.pl/articles/941303.pdf

Data publikacji:

2020-03-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

inclusion
biophilia
necrophilia
special education
pedagogy
disability

Opis:

The subject of the analysis is the category of the inclusion as a process that does not only apply to people with special developmental or life needs, but also to social sciences, which as a result of the positivist research paradigm have divided and separated from each other. Meanwhile, human upbringing requires the inclusion of biophilic orientation towards life in all social sciences, whose achievements should be considered and applied to improve educational processes. The Author borrows inspiration from the typology of human attitudes of Eric Fromm, because it makes readers aware of the negative effects of necrophilia in interpersonal relationships. The Author analyses Fromm’s approach against the background of selected ideas of Polish pedagogical views.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2020, 28; 7-20
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

Assessment of Science in Special Education Schools: Teachers’ Perceptions and Practice

Autorzy:

Skribe, Dimec D.
Vlahinja, K.

Powiązania:

https://bibliotekanauki.pl/articles/16530443.pdf

Data publikacji:

2013-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

assessment
process skills
cognitive levels
science education
special education

Opis:

A shift from traditional methods of teaching science to modern and better suited to pupils can be noticed in Slovenian primary schools. They should also be followed by assessment both in regular primary schools and special education schools. The purpose of this study was to find out the perceptions of special education teachers about their own practice of science assessments and their actual practices. A questionnaire and authentic written tests were used for the research. Comparative analysis revealed considerable inconsistency between perceptions and practices. The greatest differences were found in the cognitive levels of knowledge and process skills. The research results raise teachers’ awareness and thus enable changing of their practices.

Źródło:

The New Educational Review; 2013, 34; 307-318
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

Tytuł:

Diversity in special education

Autorzy:

Klugerová, Jarmila

Powiązania:

https://bibliotekanauki.pl/articles/951744.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

diversity
expertise
education
paradigm
penitentiary studies
resocialisation
special education

Opis:

The article discusses the programme of special education and its range of sub-fields. The introductory section summarises reflections on the origin of the field, philosophy and its formation, aims and target groups, paradigm shift and introduction of new methods and forms of pedagogical work in special education. The second part presents a new course Resocialisation and Prison Education in special education, which is one of the specialisations, pillars or schools of special education.

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: 25.

Tytuł:

O roli i pozycji badacza w badaniach rzeczywistości szkoły specjalnej i integracyjnej
On the role and rank of a researcher in the studies into the reality of special and integrated school

Autorzy:

Gajdzica, Zenon

Powiązania:

https://bibliotekanauki.pl/articles/920041.pdf

Data publikacji:

2013-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

special education
researcher’s role
research concept

Opis:

What the study presents is an authorial concept of one of the possible typologies of the research into special education (in special, integrated and mainstream school). The starting point of this typology is the role and rank of the researcher (actor – observer) applied in various research concepts. In the further part, this is juxtaposed with the studies based on direct and indirect data collection. The essence of the text is an analysis of trendy and infrequent types of studies in the indicated field. This analysis incidentally refers to the correctness of the conducted explorations. The study is completed with final conclusions, which comprise a short list of the neglected issues in the field of special education.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2013, 3; 9-19
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 26.

Tytuł:

A Teachers’ Perspective of Inclusive Education for Students With Special Needs in a Model Demonstration Project

Autorzy:

Ballhysa, Narbis
Flagler, Marita

Powiązania:

https://bibliotekanauki.pl/articles/1035771.pdf

Data publikacji:

2011

Wydawca:

Academicus. International Scientific Journal publishing house

Tematy:

inclusive education
mainstream school
student with special needs
teacher
special education teacher

Opis:

The goal of the study is to give the teachers’ perspective on challenges and rewards of inclusive education for students with special needs. Participants (N=50) were teachers of four mainstream schools involved in inclusive education through a model demonstration project. The data were collected through a written questionnaire and a focus group. The results show that the participating teachers believe in the message of inclusive education and have embraced it. The challenges are related to (a) lack of adequate professional preparation to work with students with special needs in general and in inclusive settings, in particular; (b) lack of administrative support such as reduced class size and teaching load; (c) lack of support by other professionals and special education teachers; and (d) lack of any supportive resources such as special equipment and modified didactic materials.

Źródło:

Academicus International Scientific Journal; 2011, 03; 121-133
2079-3715
2309-1088

Pojawia się w:

Academicus International Scientific Journal

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 27.

Tytuł:

Special education as an area for change – Polish and Czech solutions
Edukacja specjalna jako obszar zmian – rozwiązania w Polsce i Czechach

Autorzy:

Baczała, Ditta
Zikl, Pavel

Powiązania:

https://bibliotekanauki.pl/articles/2082558.pdf

Data publikacji:

2020

Wydawca:

Lubuskie Towarzystwo Naukowe

Tematy:

special education
changes in special education in Poland
changes in special education in the Czech Republic
edukacja specjalna
zmiany w edukacji specjalnej w Polsce
zmiany w edukacji specjalnej w Czechach

Opis:

The article is devoted to special education interpreted as an area for change. Its purpose is to show the changes that have occurred in the last 30 years and are still occurring in special education in Poland and the Czech Republic. The authors assume that the developments in special education in both countries have taken place thanks to new law and social change in both nations.
Artykuł jest poświęcony edukacji specjalnej interpretowanej jako przestrzeń zmiany. Celem artykułu jest ukazanie zmian, które zaszły i nadal zachodzą w edukacji specjalnej w Polsce i Cechach na przestrzeni ostatnich 30. lat. Autorzy artykułu wychodzą z założenia, że zmiana w edukacji specjalnej obu państw dokonała się dzięki nowemu prawu oraz zmianie społecznej w obu narodach.

Źródło:

Rocznik Lubuski; 2020, 46, 1; 149-162
0485-3083

Pojawia się w:

Rocznik Lubuski

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 28.

Tytuł:

Metodologiczne konteksty badań kulturowych w obszarze angragogiki specjalnej
METHODOLOGICAL CONTEXTS OF CULTURAL RESEARCH IN SPECIAL ANDRAGOGY AREA

Autorzy:

Borowska-Beszta, Beata

Powiązania:

https://bibliotekanauki.pl/articles/417712.pdf

Data publikacji:

2009

Wydawca:

Akademickie Towarzystwo Andragogiczne

Tematy:

ADULTS WITH DISABILITIES
CULTURAL RESEARCH
ETHONGRAPHY
SPECIAL EDUCATION

Opis:

Disability of an adult reveals itself before someone becomes adult, i.e. in developmental age, but in later life as well. It is connected with different level of physical and/or mental disability, with different durability and different level of obstacles in everyday life. Disability is conditioned by differentiated internal, external, bio-psycho-social and cultural factors and is a category and field of cultural research in special andragogy. This paper is thought as a draft of conceptualization of selected issues in the area of culture of the disabled and foundations of model of cultural study.

Źródło:

Rocznik Andragogiczny; 2009, R. 2009
1429-186X
2391-7571

Pojawia się w:

Rocznik Andragogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 29.

Tytuł:

„Społeczeństwo dla wszystkich”, czy tylko „szkoła dla wszystkich” – opinie nauczycieli szkoły specjalnej, integracyjnej i ogólnodostępnej

Autorzy:

Skura, Monika

Powiązania:

https://bibliotekanauki.pl/articles/1789417.pdf

Data publikacji:

2019-11-03

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

inclusive education
special education
integrated education
teacher of students with SEN
special educational needs

Opis:

Teachers play a vital role in students’ intellectual and personal development, hence they help to prepare citizens. Therefore, it is worth asking what their views are on a “perfectly inclusive” world vision. To analyse the teachers’ perception, the study explored two areas: their outlook on an inclusive society and the importance of an inclusive education for marginalised groups. The research comprised teachers working with Special Educational Needs (SEN) students: 55 from integration schools, 48 from regular schools, 45 from special schools (those with intellectual disability (ID) and autism). The data was collected using a questionnaire. The findings highlighted that all groups thought that people with disabilities primarily needed help and support, special school teachers felt most strongly about this. Special educational needs teachers most strongly disagreed that their group were afraid of the disabled or felt hostility towards them compared to the other two groups. All groups had milder opinions regarding other types of marginalised people. The majority of special school teacher’s had views similar to general society regarding that the presence of refugees in society could pose a danger, whilst most teachers from regular schools thought that refugees were here for work and social care. In light of the study, all groups agreed that regular schools were not the best place for pupils with SEN, however they would make an exception for students with mild disabilities, the children of refugees, and those from national and ethnic minorities. Special schools teachers working with students with severe disabilities strongly agreed that students with an ID and autism generally, should stay in the separated model of education. All groups regarded that the goal of an “education for all” was an unrealistic expectation especially in the near future, just as the goal of an “inclusive society”.

Źródło:

Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 119-138
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

Edukacja osób niepełnosprawnych
Education of people with disabilities

Autorzy:

Serafin, Teresa

Powiązania:

https://bibliotekanauki.pl/articles/11542263.pdf

Data publikacji:

2015

Wydawca:

Kancelaria Sejmu. Biuro Analiz Sejmowych

Tematy:

special education
the education system
learners with disabilities
equal rights to education

Opis:

Teaching children and youth with disabilities is an integral part of the education system in Poland. In publication is provided selected issues from the many legal instruments pertaining to the principles of the organization of special education pupils with a disability in the aspects of: 1) the strategy deciding on equalization of educational opportunities of disabled people, 2) ensuring conditions for learning by preschool and school chosen by the parents, 3) implementation of special education on the basis of quantitative analysis SIO Ministry of National Education. This is in close connection with the creation of legal arrangements giving the chance to earn an adequate education and equal participation in the life of people with disabilities. Based on the analysis of desk research/quantitative data obtained from of Educational Information System (SIO), showing that in the school year 2013–2014 in all kinds of kindergartens and schools has educated a total of 135 506 pupils with various disabilities. Public primary schools were the most frequently chosen for childrens: with low vision (~43.4%), hearing impaired (~41.4%) with autism/ Asperger’s Syndrome (~39.4%), with movement problems (~39%), the blind (~19.8%), with multiple disabilities (~16%), deaf (~12.5%). While the a total of students (135 506) with a disability education in mainstream secondary schools continued 7 222 (approximately 5,3%) of students. In special secondary schools continued training 13 027 (approximately 10%) of the students. Students with the ruling about the need for special education due to different of disability have the right to education at all levels of education in the school chosen by the parents, but not all graduates in gymnasiums are enrolled high schools.

Źródło:

Studia BAS; 2015, 2(42); 149-176
2080-2404
2082-0658

Pojawia się w:

Studia BAS

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

Problems with L2 classroom research in the SEN setting with visually challenged learners

Autorzy:

Jedynak, Małgorzata

Powiązania:

https://bibliotekanauki.pl/articles/919788.pdf

Data publikacji:

2012-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Classroom research
Special education
Visually impaired learners
Blind learners

Opis:

The paper highlights the what, the why and the how questions which may be posed by the novice researcher in the field of visual impairment. I discuss the problematic issues inherent to various stages of research preparation and implementation such as selection of a research method, recruitment of subjects for a study, the lack of theories and models in the field of visual impairment, applicability and administration of standard tests in the SEN setting, keeping up participants’ commitment throughout a project, or sustainment of the researcher’s emotional involvement.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 1; 57-67
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

Tytuł:

Podjęcie pracy zawodowej – dylematy i ograniczenia w percepcji studentów pedagogiki specjalnej

Autorzy:

Garbiec, Mariusz

Powiązania:

https://bibliotekanauki.pl/articles/33951480.pdf

Data publikacji:

2021

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Tematy:

special education
student
professional employment
pedagogika specjalna
praca zawodowa

Opis:

Celem niniejszego opracowania jest ukazanie dylematów i ograniczeń, jakie towarzyszą studentom pedagogiki specjalnej, a związane są z podjęciem pracy zawodowej w przyszłości. Istotne było uzyskanie odpowiedzi na pytania dotyczące: czynników determinujących pracę pedagoga specjalnego; oceny własnej przygotowania teoretycznego i praktycznego do podjęcia pracy; znaczenia odbytych praktyk pedagogicznych; rodzajów trudności, jakie może napotkać nauczyciel pracujący z uczniami z niepełnosprawnością; czynników determinujących wybór miejsca pracy. Badaniami empirycznymi, które przeprowadzono za pomocą wywiadu skategoryzowanego, objęto grupę 43 studentów, w tym 40 (93%) kobiet oraz 3 (7%) mężczyzn. Byli to studenci I oraz II roku studiów niestacjonarnych drugiego stopnia z dwóch uczelni: Akademii Pedagogiki Specjalnej w Warszawie oraz Uniwersytetu Pedagogicznego w Krakowie. Uzyskane wyniki badań pozwalają na stwierdzenie, że do czynników determinujących pracę pedagoga specjalnego respondenci zaliczyli przede wszystkim: posiadanie wiedzy merytorycznej na wysokim poziomie; indywidualne podejście do każdego ucznia oraz rozpoznanie jego potrzeb i możliwości; chęć niesienia pomocy innym/wychowankom; posiadanie kompetencji dydaktycznych; nabytą praktykę i doświadczenie. Dokonując oceny poziomu swojego przygotowania teoretycznego i praktycznego, uzyskanego w toku dotychczasowej edukacji, ponad połowa badanych określiła je jako bardzo dobre i dobre, pozostali odczuwają braki w tym zakresie. Respondenci przypisywali dużą wagę do zrealizowanych praktyk pedagogicznych, ponieważ: utwierdziły ich one w przekonaniu, że dokonali właściwego wyboru, podejmując kształcenie na wybranym kierunku; dały im nadzieję na powodzenie w przyszłej pracy i osiągnięcie dobrych wyników. Do najczęściej wymienianych przez badanych rodzajów trudności należy zaliczyć: podejmowanie współpracy z rodzicami lub jej całkowity brak; radzenie sobie z agresją przejawianą przez dzieci; utrudnioną lub wręcz znikomą możliwość nawiązania kontaktu z podopiecznymi z głębszymi niepełnosprawnościami; silne obciążenie psychiczne; posiadanie dużych zasobów cierpliwości i zaangażowania w wykonywaną pracę; częste wyczerpanie fizyczne. Natomiast za najistotniejsze czynniki determinujące wybór miejsca pracy respondenci uznali: wysokość zarobków; dobrą, przyjazną atmosferę w miejscu pracy; odległość od miejsca zamieszkania; doświadczoną, chętną do udzielania pomocy kadrę pedagogiczną; możliwość dalszego kształcenia i ciągłego rozwoju; dogodny dojazd do miejsca pracy.
The aim of this study is to present the dilemmas and limitations that accompany special education students and are associated with taking up a career in the future. It was vital to get answers to questions about: factors determining work of a special educator; assessment of own theoretical and practical preparation for taking up a job; importance of completed teaching practices; types of difficulties a teacher working with students with disabilities may face; and factors determining the choice of workplace. Empirical research, which was carried out using a categorized interview, covered a group of 43 students, including 40 (93%) women and 3 (7%) men. They were first- and second-year students of part-time second-cycle studies from two universities, namely the Academy of Special Education in Warsaw and the Pedagogical University in Kraków. The obtained results of the research allow to state that the factors determining the work of a special pedagogue include, above all: having a high level of substantive knowledge; individual approach to each student and recognition of his or her needs and capabilities; willingness to help others/pupils; having didactic competences; acquired practice and experience. When assessing the level of their theoretical and practical preparation obtained in the course of education so far, more than half of the respondents described them as very good and good, while others feel deficiencies in this respect. The respondents attach great importance to the pedagogical practices they have implemented, because they: have confirmed that they have made the right choice when undertaking education in a particular field; gave hope for success in future work and achieving good results. The most frequently listed types of difficulties mentioned by the respondents were: starting cooperation with parents or its complete absence; coping with student aggression; difficult or even slight possibility of establishing contact with those with deeper disabilities; severe psychological burden; having large resources of patience and commitment to the performed work; frequent physical exhaustion. On the other hand, the most important factors determining the choice of workplace were: earnings; good, friendly atmosphere in the workplace; distance from home; experienced teaching staff willing to assist; possibility of further education and continuous development; easy access to the workplace.

Źródło:

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia; 2021, 34, 1; 67-78
0867-2040

Pojawia się w:

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 33.

Tytuł:

Konteksty wiedzy o niepełnosprawności w przygotowaniu zawodowym pedagogów specjalnych
Contexts of the knowledge about disability in the professional training of special education teachers

Autorzy:

Wlazło, Marcin

Powiązania:

https://bibliotekanauki.pl/articles/28407906.pdf

Data publikacji:

2022

Wydawca:

Libron

Tematy:

niepełnosprawność
pedagodzy specjalni
szkolnictwo wyższe
disability
special education teachers
higher education

Opis:

Niepełnosprawność jako zagadnienie teoretyczne stanowi kluczowy składnik programu kształcenia na kierunku pedagogika specjalna. Włączenie do programu tych studiów przedmiotów obejmujących interdyscyplinarną wiedzę na temat niepełnosprawności jest – między innymi – realizacją krytycznych postulatów sformułowanych na gruncie studiów o niepełnosprawności. W artykule zaprezentowane zostały możliwości dydaktyczne i wyzwania związane z realizacją przedmiotu „studia nad niepełnosprawnością” w ramach jednolitych studiów magisterskich na kierunku pedagogika specjalna. Wskazane zostały kluczowe konteksty teoretyczne współczesnej wiedzy o niepełnosprawności, takie jak: nurt eco-ableism, cripowanie edukacji i kultury, nowy materializm, sprawiedliwość dla osób z niepełnosprawnością.
Disability as a theoretical issue is a key component of the curriculum in special education studies. Including interdisciplinary knowledge about disability in the program of studies in this field is the implementation of critical postulates formulated based on disability studies. The article highlights the didactic possibilities and challenges related to the implementation of the subject of “disability research” within the uniform master’s studies in the field of special education. The key theoretical contexts of contemporary knowledge about disability have been indicated, such as: the eco-ableism trend, cripping education and culture, new materialism, and disability justice.

Źródło:

Konteksty Pedagogiczne; 2022, 1, 18; 11-20
2300-6471

Pojawia się w:

Konteksty Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 34.

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

/5

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Skocz do pozycji: 35.

Tytuł:

Twórczość artystyczna jako sposób urzeczywistniania paradygmatu emancypacyjnego
Artistic creation as a way to realize the emancipatory paradigm

Autorzy:

Pawlik, Sabina

Powiązania:

https://bibliotekanauki.pl/articles/1368640.pdf

Data publikacji:

2018-09-09

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

intellectual disability
artistic creation
emancipation
paradigms of special education

Opis:

The article relates to artistic creation of intellectually disabled people as an example of possible means of their emancipation. In this paper I claim that artistic creation of intellectually disabled people may constitute a tool of self-expression, and as a result be a way to realize the emancipatory paradigm in special education. I have illustrated my hypothesis with some poetry written by two women affected by Down syndrome whose creation is a conscious act of formulating an autonomous artistic message.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2017, 16; 129-142
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 36.

Tytuł:

From the segregation to the inclusion: Ukrainian realities of the education
Od segregacji do inkluzji – realia ukraińskiej edukacji

Autorzy:

Kolypayeva, Alla

Powiązania:

https://bibliotekanauki.pl/articles/920429.pdf

Data publikacji:

2016-03-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

children with special psychological and physical needs
educational process
inclusion
inclusive education
special education

Opis:

Artykuł opisuje strategię ukraińskiej transformacji dotyczącej polityki edukacyjnej w zakresie włączania (inkluzji) – najważniejszej innowacji pedagogicznej XX w. Zauważalne jest, że idea uczenia we wspólnym nurcie nabiera właściwego znaczenia i staje się fundamentalną kategorią dydaktyczną. Wprowadzanie jej w życie ma złożony charakter, wymaga pogłębionego namysłu, rozwoju oraz wdrażania rozwiązań prawnych, programów zawierających treści psychologiczne, pedagogiczne i społeczne.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2016, 12
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 37.

Tytuł:

Selected opportunities for access to geriatric clients from the perspective of assisting professions

Autorzy:

Vostrý, Michal

Powiązania:

https://bibliotekanauki.pl/articles/628285.pdf

Data publikacji:

2018

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

dementia, education, elderly education, occupational therapy, special education - intervention, comprehensive rehabilitation, motor deficiency,

Opis:

Aim: The aim of the work was to find out what the influence of ICT use also on ICT (information and communication technology, in this case gaming console with motion sensor, which senses movements of the probanda body and thus is controlled by a fictional figure in the game) in the rehabilitation of cognitive functions on attention and orientation. Concept/methods: Alzheimer's disease is becoming increasingly the source of both professional and lay discourse. Statistical data show that increasing the average life expectancy increases the number of seniors and thus increases the number of people with dementia, with Alzheimer's disease being the most common type (up to 65% of all cases of dementia in the Czech Republic). This trend will continue to follow, and the number of people affected will increase. For guidance in 2006, 2231 people with Alzheimer's disease were registered, while in 2010 this number increased to 3148. For the research, 10 probands (100% of women) were used in the age range of 65-81 years, with the diagnosis of Alzheimer's disease - a light type. Probandi was divided into 5 groups, divided into 5 groups, into an experimental group that actively participated in the intervention and services provided by the institutions in which they were located, and a control group that participated only in the services and activities provided by institution. The research lasted half a year once a week and the activity itself lasted within 25 minutes. Results: Of the 10 probands in total, 5 of us participated actively in our intervention. Prior to the start of the intervention, the results in the assessment (using the Addenbrook Cognitive Assay) were at the same level, but there was visible change between the experimental and the control group during the outcomes assessment. Conclusion: Experimental group achieved better scores or better results. the results themselves stagnated, while the control group experienced a minor deterioration in the test areas.

Źródło:

Journal of Education Culture and Society; 2018, 9, 1; 89-95
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 38.

Tytuł:

Pomorski Krajowy Zakład dla Głuchoniemych w Wejherowie w latach 1921–1939. Wprowadzenie do badań
Pomeranian National Institute for the Deaf and Mute in Wejherowo in 1921–1939. An Introduction to Research

Autorzy:

Pękowska, Marzena

Powiązania:

https://bibliotekanauki.pl/articles/956836.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

history of special education
education and upbringing of the deaf and mute

Opis:

In the interwar period there was an intensive development of the theory and practice of pedagogy in Poland. At that time new schools and centers for children with disabilities were created, including for the deaf-mute. In 1921 the Pomeranian National Institute for the deaf and mute was established in Wejherowo. The paper presents the circumstances of the institution’s creation, its organization, rules of admission for pupils, curriculum and social life. Also provided is information on the authority of the Department and the teaching staff. In order to discuss these issues, source materials, stored in the Gdynia branch of the State Archive in Gdansk and held by the Educational-Instructional Centre for the Deaf Mute No. 2 in Wejherowo were used.

Źródło:

Biuletyn Historii Wychowania; 2016, 35; 35-52
1233-2224

Pojawia się w:

Biuletyn Historii Wychowania

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 39.

Tytuł:

The Pomeranian National Institute for the Deaf and Speech-Impaired in Wejherowo, 1921–1939. Introduction to research

Autorzy:

Pękowska, Marzena

Powiązania:

https://bibliotekanauki.pl/articles/955384.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

history of special education
education and upbringing of the deaf and mute

Opis:

In the interwar period there was an intensive development of the theory and practice of pedagogy in Poland. At that time new schools and centers for children with disabilities were created, including for the deaf-mute. In 1921 the Pomeranian National Institute for the deaf and mute was established in Wejherowo. The paper presents the circumstances of the institution’s creation, its organization, rules of admission for pupils, curriculum and social life. Also provided is information on the authority of the Department and the teaching staff. In order to discuss these issues, source materials, stored in the Gdynia branch of the State Archive in Gdansk and held by the Educational-Instructional Centre for the Deaf Mute No. 2 in Wejherowo were used.

Źródło:

Biuletyn Historii Wychowania; 2018, 38; 117-135
1233-2224

Pojawia się w:

Biuletyn Historii Wychowania

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 40.

Tytuł:

An Examination of the Relationship Between Self-concept and Creative/Non-Creative Attitude in a Sample of Polish University Students Who Major in Special Education

Autorzy:

Gindrich, Piotr Alfred
Kazanowski, Zdzisław

Powiązania:

https://bibliotekanauki.pl/articles/2140634.pdf

Data publikacji:

2022-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

self-esteem
self-concept
special education
creative attitudes
higher education
teacher competence

Opis:

This study aimed to examine the relationship between self-concept and creative/ non-creative attitudes among undergraduate students majoring in special education. A total of 99 Polish university students participated in the study. A creative/non-creative attitude – the dependent variable was examined by a Creative Behaviour Questionnaire by Popek. Students’ self-concept (including self-esteem) – the independent variable was assessed with a Tennessee Self-Concept Scale by Fitts. The outcomes of the regression analysis proved that the strongest predictors were found for non-creative (reconstructive) attitudes. The personal barriers to developing students’ creative attitudes (concerning self-concept) were identified. The article contains conclusions in conjunction with practical implications.

Źródło:

The New Educational Review; 2022, 69; 221-231
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 41.

Tytuł:

The child-nature-time relationship-New challenges for special education in the 21st century – study report

Autorzy:

GODAWA, JOANNA

Powiązania:

https://bibliotekanauki.pl/articles/941170.pdf

Data publikacji:

2019-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

nature
child
time
nature deficit disorder
sustainable development
special education

Opis:

The objective of the article is to show an individual’s relationship with nature in the context of the nature deficit disorder. In light of the limited volume of Polish studies concerning children and nature, the author had conducted a study concerning the relationship between children with special education needs and nature. The research shown in this article is part of a broader study conducted by the author of the article and concerning the nature deficit disorder.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 27; 83-98
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 42.

Tytuł:

Usamodzielnienie niepełnosprawnych intelektualnie wychowanków specjalnych ośrodków wychowawczych

Autorzy:

Szafrańska, Anida

Powiązania:

https://bibliotekanauki.pl/articles/1789408.pdf

Data publikacji:

2019-11-03

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

adolescence
adulthood
empowerment and independence
intellectual disability
special education centres

Opis:

The article discusses how students of special educational centres are empowered to enter adulthood. The transition from adolescence to adulthood is difficult for many young people. People with intellectual disabilities may face barriers in achieving their independence. The situation of students of special educational centres is particularly problematic. It involves a difficult family situation, experience of neglect, abandonment, and indifference. What accompanies such young people in the process of becoming independent is oftentimes a sense of loneliness and anxiety connected with leaving the institution and taking up an independent life.

Źródło:

Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 139-154
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 43.

Tytuł:

Book review of “Social pedagogy for social inclusion and children’s rights discourses”, edited by A. Odrowaz-Coates, Warsaw 2022

Autorzy:

Koc, Anna

Powiązania:

https://bibliotekanauki.pl/articles/2196154.pdf

Data publikacji:

2022-12-02

Wydawca:

Akademia Pedagogiki Specjalnej. Language and Society Research Committee

Tematy:

Social pedagogy
social inclusion
special education
children’s rights
UNESCO

Opis:

Book review of “Social pedagogy for social inclusion and children's rights discourses” – edited volume 2022.

Źródło:

Language, Discourse & Society; 2022, 10, 2; 131-134
2239-4192

Pojawia się w:

Language, Discourse & Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 44.

Tytuł:

Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego
From the decision on special education eligibility to an individual educational and therapeutic plan

Autorzy:

Wielebski, Mariusz

Powiązania:

https://bibliotekanauki.pl/articles/1372653.pdf

Data publikacji:

2018-09-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

decision
disability
special educational needs
special education
individual educational and therapeutic plan (IETP)

Opis:

In my article I would like to show the complicated way from the decision about special education to individual educational and therapeutic plan. I am going to show how government statements are sometimes hard and complicated for parents, teachers and other specialists, who are looking after the children with special educational needs. I try to show everyday life in my job – teacher, specialist of pedagogical therapy. I hope my article will help and change our reality.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 22; 339-354
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 45.

Tytuł:

Self-Concept in the United States: History and Definitional Models
Samoświadomość w Stanach Zjednoczonych: historia i definicje

Autorzy:

Pierson, Melinda R.

Powiązania:

https://bibliotekanauki.pl/articles/920062.pdf

Data publikacji:

2014-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

self-concept
special education
samoocena
niepełnosprawność intelektualna
edukacja
Stany Zjednoczone

Opis:

Self-concept has been an important theoretical construct for children and especially for children with mild/moderate disabilities in the history of special education. This chapter will review the role that self-concept has played in the field of special education and how it has impacted children in the history of schooling in the United States. Definitional models of self-concept will be presented and analyzed in light of the impact of the social outcomes on academic/cognitive progress.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2014, 4; 107-116
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 46.

Tytuł:

Educating teachers of the visually impaired in the context of educational and social changes – a research report

Autorzy:

Czerwińska, Kornelia
Miler-Zdanowska, Kamila

Powiązania:

https://bibliotekanauki.pl/articles/941408.pdf

Data publikacji:

2020-11-10

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

special education teacher
teacher of the visually impaired
professional roles

Opis:

Changes in the ways of performing professional roles of special education teachers entail the need to develop new solutions for academic education for teachers of the visually impaired. The assessment of the content and forms of the previously proposed education for teachers of the visually impaired from the perspective of the usefulness of their professional competencies may be helpful in the determination of the needed directions of changes in this respect. The aim of the article is to describe and analyse the results of comparative research on visual impairment pedagogy graduates educated in the system of 5-year uniform master’s studies and 3-year bachelor’s studies, concerning the course of their educational and professional paths.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2020, 29; 45-73
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 47.

Tytuł:

Contemporary Educational Space for University Students and Young People with Intellectual Disabilities: Integration Through Social Interaction

Autorzy:

Adamczyk, Monika
Majewicz, Piotr
Wolny, Jakub

Powiązania:

https://bibliotekanauki.pl/articles/44451437.pdf

Data publikacji:

2023

Wydawca:

Akademia Ignatianum w Krakowie

Tematy:

independent living
intellectual disability
quality of life
support
special education teachers

Opis:

Objectives of the research: The goal of the research was to identify the type and extent of activities that special education facilities engage in to teach and promote independence in people with profound disorders of intellectual development. Research methods: Empirical material was collected using the author’s original online questionnaire, which consisted of 30 questions measuring the extent to which students’ needs for developing independent living skills are met. The survey was conducted among special education teachers (N=642) from seven European countries (Portugal, Spain, Belgium, Poland, Bulgaria, Romania, and Turkey). A short description of the context of the issue: Independent living is widely seen as an immanent attribute of adulthood. Children and adolescents are prepared for independent living through the process of upbringing and socialization; people with disabilities are additionally prepared through rehabilitation. For people with a profound disorder of intellectual development, independent living is challenging but possible with the right support. Research findings: The results indicate that in the course of developing independent living skills in people with profound disorders of intellectual development, efforts are mainly made to improve their self-management skills and democratic management methods in both team work and individual work. Conclusions and recommendations: In the surveyed countries, there is a tendency to limit work for developing independent living skills to a single type of intervention. Rarely are two or three methods – not to mention four – simultaneously used to stimulate the development of independent living skills. It is therefore necessary to call for increased efforts to promote independent living among people with profound disorders of intellectual development and to focus this support on autonomy, self-determination, achieving quality of life goals, and, above all, the ability to make decisions – since this is what determines true independence in life.

Źródło:

Multidisciplinary Journal of School Education; 2023, 12, 2 (24); 357-375
2543-7585

Pojawia się w:

Multidisciplinary Journal of School Education

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 48.

Tytuł:

Supporting the Development of Competences Necessary for the Independent Living of People With Profound Disorders of Intellectual Development: An Empirical Study

Autorzy:

Adamczyk, Monika
Majewicz, Piotr
Wolny, Jakub

Powiązania:

https://bibliotekanauki.pl/articles/44452275.pdf

Data publikacji:

2023

Wydawca:

Akademia Ignatianum w Krakowie

Tematy:

independent living
intellectual disability
quality of life
support
special education teachers

Opis:

Objectives of the research: The goal of the research was to identify the type and extent of activities that special education facilities engage in to teach and promote independence in people with profound disorders of intellectual development. Research methods: Empirical material was collected using the author’s original online questionnaire, which consisted of 30 questions measuring the extent to which students’ needs for developing independent living skills are met. The survey was conducted among special education teachers (N=642) from seven European countries (Portugal, Spain, Belgium, Poland, Bulgaria, Romania, and Turkey). A short description of the context of the issue: Independent living is widely seen as an immanent attribute of adulthood. Children and adolescents are prepared for independent living through the process of upbringing and socialization; people with disabilities are additionally prepared through rehabilitation. For people with a profound disorder of intellectual development, independent living is challenging but possible with the right support. Research findings: The results indicate that in the course of developing independent living skills in people with profound disorders of intellectual development, efforts are mainly made to improve their self-management skills and democratic management methods in both team work and individual work. Conclusions and recommendations: In the surveyed countries, there is a tendency to limit work for developing independent living skills to a single type of intervention. Rarely are two or three methods – not to mention four – simultaneously used to stimulate the development of independent living skills. It is therefore necessary to call for increased efforts to promote independent living among people with profound disorders of intellectual development and to focus this support on autonomy, self-determination, achieving quality of life goals, and, above all, the ability to make decisions – since this is what determines true independence in life.

Źródło:

Multidisciplinary Journal of School Education; 2023, 12, 2 (24); 357-375
2543-7585

Pojawia się w:

Multidisciplinary Journal of School Education

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 49.

Tytuł:

Współpraca szkoły i środowiska lokalnego we wspomaganiu rozwoju uczniów ze specjalnymi potrzebami edukacyjnymi – konteksty teoretyczne i praktyczne
Cooperation of School and Local Community in Aiding Students with Special Educational Needs – Theory and Practice

Autorzy:

Skałbania, Barbara
Lewandowska-Kidoń, Teresa

Powiązania:

https://bibliotekanauki.pl/articles/2037873.pdf

Data publikacji:

2017

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

współpraca
zmiana
edukacja
uczeń
specjalne potrzeby edukacyjne
cooperation
change
education
student
special education needs

Opis:

Cechą współczesności jest paradygmatyczna zmiana, która jest też obecna w przestrzeni funkcjonowania osób ze specjalnymi potrzebami edukacyjnymi. Zmiana ta dotyczy redefinicji terminu „niepełnosprawność”, zwrotu lingwistycznego oraz weryfikacji postaw wobec osoby innego. Nowe kategorie pedagogiki humanistycznej zrodziły się z potrzeby ponowoczesnego spojrzenia na człowieka z niepełnosprawnością nie przez pryzmat jego słabości, ale poprzez odkrywanie w nim potencjału, siły i sprawczości. Idea równych szans dla osób niepełnosprawnych wymaga wielu zmian w przestrzeni życia społecznego, w których język i relacja, jako kategorie humanistyczne, odgrywają niebagatelną rolę. Niniejszy artykuł podejmuje zagadnienie współpracy, relacji międzyosobowej i międzyinstytucjonalnej w działaniach ukierunkowanych na pomoc, wsparcie, zrozumienie i emancypację dzieci uwikłanych w trajektorię życia. Poszukiwanie optymalnego modelu współpracy środowiskowej, to temat wokół którego zogniskowane zostały analizy teoretyczne połączone z własnymi doświadczeniami autorek artykułu.
Paradigmatic change is a feature of the present time and it is also present in the life of the person with special education needs. The change concerns redefinition of the notion of „disability”, a linguistic phrase and verification of attitudes towards otherness. The need for a post – modern perception of a person with disability has engendered new categories of humanistic pedagogy, seen not from the angle of the person's weaknesses but through discovering their potential and strength. The idea of equal opportunities for the disabled requires many changes in the sphere of social life, in which language and relation as humanistic categories play a role of no small importance. This article discusses the issue of cooperation, interpersonal and interinstitutional relation in actions aimed at providing aid, support, comprehension and emancipation of children. Seeking an optimal model of local cooperation is a subject upon which theoretical analyses together with the article author’s experiences are focused.

Źródło:

Roczniki Teologiczne; 2017, 64, 1; 193-212
2353-7272

Pojawia się w:

Roczniki Teologiczne

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 50.

Tytuł:

Issues of Children with Disabilities as Reflected in the Jordanian Media from their Parents’ Perception: A SWOT Analysis

Autorzy:

Alodat, Ali M.
Almakanin, Hisham A.

Powiązania:

https://bibliotekanauki.pl/articles/1969381.pdf

Data publikacji:

2018-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

issues of children with disabilities
Jordanian media
SWOT Model
special education

Opis:

A SWOT study was conducted to analyze parents’ perspective on the degree to which Jordanian media covers issues of children with disabilities; the study sample consisted of 129 parents. The researchers constructed a scale consisting of 28 items; furthermore, validity and reliability coefficients of the scale were extracted. Results showed a moderate level of media coverage regarding issues of children with disabilities; social media was given the highest rating followed by visual and audio media, and lastly print media such as newspapers and magazines. However, the majority of media coverage addressed physical and health issues and communicative disorders. Finally, recommendations to improve practices were provided.

Źródło:

The New Educational Review; 2018, 52; 271-283
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

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