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Tytuł:
Kształcenie ponadgimnazjalne/ponadpodstawowe uczniów ze specjalnymi potrzebami edukacyjnymi – pomiędzy edukacją ogólnokształcącą a zawodową – na przykładzie miasta Łodzi
Post-Gymnasium/Post-Primary Education of Students with Special Educational Needs – Between Mainstream Education and Vocational Education – A Case Study of the City of Łódź
Autorzy:
Jachimczak, Beata
Powiązania:
https://bibliotekanauki.pl/articles/920124.pdf
Data publikacji:
2018-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
student
special educational needs
secondary school
Opis:
The purpose of this article is to analyze the post-gymnasium/ post-primary education in the context of students’ special needs. In the first part of the article, the author presents the problem of shaping educational paths of students with special educational needs. Then the author briefly describes the changes in the education in mainstream secondary schools and vocational secondary schools (including basic vocational schools) during the transformation period. In the further part of this article, the author analyzes the educational opportunities and limitations of students with special educational needs in their individual and environmental predispositions and with reference to the results of external examinations. The article ends with the indication of the need to support students with special educational needs in shaping their educational and professional choices.
Źródło:
Studia Edukacyjne; 2018, 51; 39-52
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Psychologiczne aspekty pracy z uczniem z doświadczeniem migracyjnym
The psychological aspects of working with a migrant student
Autorzy:
Szydłowska, Paulina
Durlik, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/511725.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
migration
special educational needs
cultural shock
Opis:
The article summarises the most important issues concerning working with students with migration experiences: foreign teenagers and children, young refugees and children of repatriated persons. The article authors underline the psychological aspects and not only refer to changes in school curricula or language differences, but also discuss the cultural differences and issues such as cultural shock (experienced also by people who come back to the country of their origin), adaptive stress or post‑traumatic stress. The authors also highlight the unique abilities of the migrant students and suggest effective ways of using them in school education. The article concludes with a short presentation of the legal acts that define they ways of supporting this group of students and with a list of publications that may become a source of inspiration for anyone interested in the matter.
Źródło:
Postscriptum Polonistyczne; 2018, 2 (22) Glottodydaktyka wśród dzieci i młodzieży wobec wyzwań wielo-, transkulturowości i ruchów migracyjnych; 157-169
1898-1593
2353-9844
Pojawia się w:
Postscriptum Polonistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
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
Artykuł
Tytuł:
Cooperation of teacher aides, families and teachers in the process of school integration
Współpraca nauczycieli wspomagających, rodzin i nauczycieli w procesie integracji w szkole
Autorzy:
Turzák, Tomáš
Powiązania:
https://bibliotekanauki.pl/articles/920171.pdf
Data publikacji:
2014-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
integration
teacher aides
familie
special educational needs
Opis:
This article deals with the issue of tasks that teacher aide faces by education of children with special educational needs who are integrated in common classes in Slovak republic. Author concerns with theoretical issues of cooperation of teacher aide and parents of child with special educational needs. Author deals with the field of special competence of teacher aides in details.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2014, 7; 75-82
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
SPECJALNE POTRZEBY EDUKACYJNE DZIECI I DOROSŁYCH – WYZWANIA I KONSEKWENCJE DLA POLITYKI OŚWIATOWEJ I SPOŁECZNEJ
SPECIAL EDUCATIONAL NEEDS OF CHILDREN AND ADULTS -CHALLENGES AND IMPLICATIONS FOR EDUCATIONAL AND SOCIAL POLICY
Autorzy:
Skałbania, Barbara
Grewiński, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/513718.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
Tematy:
education
special educational needs
social policy
support
Opis:
The aim of the article is to analyze the situation of people with special educational needs in the context of the education process, professional work, as well as social life, which is a challenge for contemporary education and social policy. The article can be treated as a theoretical review, where the following issues are analyzed; subject literature, research reports, legal acts of the education system, statistical data, legislative solutions in Poland and selected European countries, and the proposed models of help and support. The result of analysis is a deepening the educational and social diagnosis of and reflec-tion on the direction of change.
Źródło:
Polityka i Społeczeństwo; 2017, 15, 3; 81-94 (14)
1732-9639
Pojawia się w:
Polityka i Społeczeństwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Empathic Sensitivity of Children with Special Educational Needs in Inclusive Learning Environment in Poland
Autorzy:
Barłóg, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/1969295.pdf
Data publikacji:
2018-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
empathic sensitivity
special educational needs
inclusive education
Opis:
Empathic sensitivity or empathy is the basis for human interactions and communication, proper interpersonal relationships. As a process and phenomenon, it is particularly important in education and social and emotional functioning. The research, which has already been conducted, was focused on the development of empathic sensitivity of children and young, able-bodied people. The reform of education in Poland implemented in 1989 enabled students with special educational needs to access education in mainstream schools. Preliminary studies in this field are an attempt to show the empathic sensitivity of children with special educational needs who are learning together with healthy, non-disabled friends – their peers in mass education, which is inclusive. The aim of this paper is to present the research outcomes concerning inclusive education in the Podkarpackie Province, Poland.
Źródło:
The New Educational Review; 2018, 53; 273-282
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Tytuł:
Inclusion of Ukrainian Сhildren with Special Educational Needs (from among displaced people) in the Czech Republic
Autorzy:
Klopota, Olha
Klopota, Yevhenii
Powiązania:
https://bibliotekanauki.pl/articles/29520793.pdf
Data publikacji:
2024-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
displaced people
inclusion
disability
special educational needs (SEN)
Opis:
The article presents the results of a study of the peculiarities and difficulties of educational and social inclusion of Ukrainian children with special educational needs who found protection from the war in the Czech Republic. The sample was formed according to the criteria we defined. The results obtained using a semi-structured interview testify to the social significance of the outlined problem. They can be used to develop ways and resources to increase the effectiveness of including of Ukrainian children with special educational needs and their self-realisation in European society.
Źródło:
The New Educational Review; 2024, 75; 247-256
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Specjalne potrzeby edukacyjne dzieci i młodzieży z padaczką
Autorzy:
Kręcisz-Plis, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/1992714.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
special educational needs
epilepsy
specjalne potrzeby edukacyjne
padaczka
Opis:
Padaczka jest jedną z najczęściej spotykanych chorób przewlekłych układu nerwowego. Występuje u około 0,5-1% dzieci w wieku szkolnym. Należy podkreślić, że choroba przewlekła zawsze stanowi bardzo trudną i stresującą sytuację, nie tylko dla dziecka i jego rodziny, ale także dla środowiska nauczycielskiego współpracującego z uczniem. Cel: Zwrócenie uwagi na sytuację szkolną dziecka z padaczką, ze szczególnym uwzględnieniem jego potrzeb edukacyjnych wynikających ze specyfiki choroby.
Introduction: Epilepsy is one of the most common chronic conditions of the nervous system. It occurs in around 0,5-1% of school-aged children. It should be emphasized, that a chronic disease is always a very difficult and stressful situation, not only for a child and their family, but also for teachers who cooperate with them. Purpose: The aim of this research is to draw attention to the school situation of a child with epilepsy, regarding especially to them educational needs resulting from the specificity of the disease.
Źródło:
Lubelski Rocznik Pedagogiczny; 2021, 40, 2; 67-85
0137-6136
Pojawia się w:
Lubelski Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tablets for inclusive teaching and learning in a mainstream setting - a need analysis
Autorzy:
Sylwia, Galanciak,
Anna, Weiss,
Miriam, Judge,
Clara, Grebe,
Claudinho, Nunez,
Jörg, Graf,
Maciej, Tanaś,
Felix, Kehl,
Powiązania:
https://bibliotekanauki.pl/articles/890315.pdf
Data publikacji:
2019-01-15
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
special educational needs
mobile technologies
tablets
inclusive education
Opis:
The article presents the results of international research on the use of mobile technologies as a support in the process of educating students with special educational needs. A team of researchers from five European countries conducted a survey among teachers using tablets while working with students with disabilities. Answers from the respondents reveal the image of educators who seek on their own, without any systemic support, opportunities to strengthen the educational opportunities of their pupils. The research results indicate that systemic organizational, methodical and financial solutions should be developed to facilitate the introduction of mobile devices for special and inclusive education.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2018, 5(2); 1-10
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
TEACHERS’ BELIEFS CONCERNING INCLUSIVE EDUCATION FOR STUDENTS WITH SPECIAL NEEDS RESEARCH REPORT
Autorzy:
KATARZYNA, ĆWIRYNKAŁO,
Agnieszka, Żyta,
Powiązania:
https://bibliotekanauki.pl/articles/903718.pdf
Data publikacji:
2019-08-28
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
inclusive education
teachers
students with special educational needs
Opis:
Inclusive education is becoming more and more common in Poland. The attitude of people working in a given setting, including teachers, is considered most important among the factors that are vital for successful inclusion (Hughes, 2006). They should accept the idea of school inclusion/integration and believe that a child should be in their setting. In the article, the Authors presented the findings of quantitative research conducted in 2012 among 138 teachers. The research subject were the opinions of special, integrated and mainstream teachers on teaching students with special educational needs and on their experiences in this area. The analysis showed teachers’ increasing openness (as compared to 2003) to inclusive education and statistically significant differences in attitudes toward inclusion for students with different disabilities among teachers working in different types of schools.
Źródło:
Szkoła Specjalna; 2015, LXXVI(4); 245-259
0137-818X
Pojawia się w:
Szkoła Specjalna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Development of the Idea of the Inclusion of Children with Special Educational Needs in View of Pre-School Education and Primary School
Autorzy:
Lewkowicz, Iwona
Jaszczyszyn, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/507161.pdf
Data publikacji:
2015
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
inclusion
inclusive education
special educational needs
kindergarten; school
Opis:
Modern views on education have evolved to regard it to be the right of every human being (regardless of gender, nationality, colour of skin, state of health or individual capabilities) to education. In order to provide the best conditions of education for students with various educational needs it is necessary to create a proper climate for working with them at school and in the family environment. What is needed here, is: a) a coalition of all entities responsible for providing psychological-educational assistance for a child and, b) a high level of education offered, c) development of schools and kindergartens, which will properly satisfy the needs of children with special educational needs. In this process it is necessary to create the legal basis for such actions, a climate of social acceptance, preparation of teachers and other staff working in educational institutions and organizing conditions and situations for direct contacts and interactions of children of diverse needs and development capabilities. Mutual relations can be maintained in a climate of acceptance, understanding, joy and sense of one’s personal development. Inclusive education is our hope for providing able-bodied students and students with special educational needs the sense of belonging to the same community, which is a school/kindergarten as well as to a globally organized human civilization.
Źródło:
Journal of Preschool and Elementary School Education; 2015, 8; 59-74
2084-7998
Pojawia się w:
Journal of Preschool and Elementary School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Relacje rówieśnicze uczniów z niepełnosprawnością w nauczaniu inkluzyjnym – wybrane problemy
Peer relationships of pupils with disabilities in inclusive education – selected problems
Autorzy:
Żyta, Agnieszka
Ćwirynkało, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/1389053.pdf
Data publikacji:
2014-12-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
peer relationship
special educational needs
disability
inclusive education
Opis:
The engagement of students with disabilities in social relationships with peers has become essential as inclusive practices have become more common. In the present paper the authors analyze a number of research studies on psychosocial situation of children with special educational needs in early primary education. They show the specificity of peer relationships of children with disabilities in inclusive education (their sociometric position, and the assessment of these relationships made by students with disabilities, typically developing students, and teachers), as well as good practices that can help improve the quality of relationships between children with and without disabilities.
Źródło:
Problemy Wczesnej Edukacji; 2014, 27, 4; 88-98
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dziecko dwujęzyczne jako uczeń o specjalnych potrzebach edukacyjnych. Słownik dziecka dwujęzycznego – studium przypadku
The bilingual child as a student with special educational needs. The bilingual child’s vocabulary: a case study
Autorzy:
Kyrc, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/511127.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
children’s bilingualism
vocabulary
special educational needs
inclusive education
Opis:
The article aims at discussing the situation of a bilingual foreign child at a Polish school and the type of the educational, psychological and pedagogical support that it might receive. The article author proves such child to be a student with special educational needs due to its specific linguistic, social and psychological situation. Both theory and practice suggest that such child’s educational success results above all from its mental vocabulary content. In the case of a bilingual student such vocabulary needs to be competently developed and stimulated.
Źródło:
Postscriptum Polonistyczne; 2018, 2 (22) Glottodydaktyka wśród dzieci i młodzieży wobec wyzwań wielo-, transkulturowości i ruchów migracyjnych; 51-67
1898-1593
2353-9844
Pojawia się w:
Postscriptum Polonistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE RIGHT TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES IN THE REPUBLIC OF NORTH MACEDONIA: OPPORTUNITIES AND CHALLENGES
Autorzy:
STANKOVSKA, GORDANA
MEMEDI, IMRAN
Powiązania:
https://bibliotekanauki.pl/articles/1036108.pdf
Data publikacji:
2020-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
disabled children
special educational needs
human right
inclusion
challenges
Opis:
A child is a member of a vulnerable group in societies. Children's rights are equal for all children and they cannot be denied, because they are a birthright. However, throughout the world, children with disabilities and their families constantly experience a barrier in regard to the enjoyment of their basic human rights and to their inclusion in society. Their abilities are overlooked, their capacities are underestimated and their needs are given low priority. The barriers they face are more frequently a result of the environment in which they live rather than a result of their impairment. The situation began to change only when requirements to include disabled children in the education system were introduced in legislation. Following the example of other countries worldwide, the Republic of North Macedonia introduced inclusion of children with disabilities in the mainstream educational process, because the right to education is a right for all children, including the ones with special educational needs. For this purpose, the Republic of North Macedonia implemented a series of changes in the educational system for successful inclusion of children with special educational needs. Hence, the main aim of our paper is to represent the actual situation in Macedonian schools regarding the problem of educational inclusion of students with disabilities in the regular school system. The research methods are based on document studies and case studies about changes in social and educational policies for students with disabilities and special educational needs who are included in primary and secondary education. At the same time we shall present some guidelines for teachers who work with these children and future directions for a proper inclusion system in the Republic of North Macedonia, because every child has a fundamental right to education and must be given the opportunity to achieve and reach an acceptable level of learning. In this frame, school societies try to support full participation of students with disabilities in areas of their lives on equal terms, conditions, social justice and basic human rights.
Źródło:
Society Register; 2020, 4, 4; 209-226
2544-5502
Pojawia się w:
Society Register
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Tytuł:
Z działalności najstarszej placówki poradnictwa psychologiczno-pedagogicznego w Poznaniu
On the Activities of the Oldest Institution of Psychological and Educational Counselling in Poznań
Autorzy:
Knocińska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/957050.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
clinic
educational counselling
professional counselling
help psychological-educational
special educational needs
Opis:
The oldest institution of psychological and pedagogical counselling in Poznań has been operating for almost sixty years. We are referring to the Psychological and Pedagogical Clinic for Children and Young People with Special Educational Needs, currently located on Ulica 28 Czerwca, 1956, no. 296/298. It’s origins date back to 1957, when the efforts of the school authorities and academic circles in Poznań created the Psychological Clinic in Poznań. Since it started operating to the present day almost everything has changed. The institution has been subject over the years to numerous reforms, be they administrative, educational, or to the system of providing psychological and educational assistance. The name of the institution has changed four times, the range of tasks has been repeatedly redefined, continually expanding, and the supervising authorities and area of operation have changed. Undeniably, though, it has always played an extremely important role for the children and young people under its care, providing vital real life.
Źródło:
Biuletyn Historii Wychowania; 2014, 31; 131-160
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Autism as a Controversial Concept. What Kind of Special Educational Needs Can We Find with Autism?
Autyzm jako koncepcja kontrowersyjna. Jakie specjalne potrzeby edukacyjne wiążą się z autyzmem?
Autorzy:
Pediconi, Maria Gabriella
Powiązania:
https://bibliotekanauki.pl/articles/1375753.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
autism
special educational needs
psychoanalysis
autyzm
specjalne potrzeby edukacyjne
psychoanaliza
Opis:
One hundred years after its appearance on the scientific scene, autism finds its place more and more often in the spotlight not only in clinical and therapeutical psychology – in addition to medicine, psychology and neuroscience, today schools and health services also deal with it widely. However, autism as a concept remains controversial as well as a phenomenon not yet well understood. Psychoanalysis can help to understand how the concept arose within psychology and how it has changed up to contemporary times. In most cases – the famous ones as well as ordinary ones – the autistic child who finds himself at school seems uneducable and avoids close contact. What kind of special educational needs can we find with autism? This paper is based on Freudian discoveries in order to offer a direction that gives an answer to enlighten the subjective desire to be human among humans even in the case of autism.
Sto lat po pojawieniu się na scenie naukowej autyzm coraz częściej znajduje się w centrum uwagi nie tylko psychologii klinicznej i terapeutycznej, oprócz medycyny, psychologii i neuronauki zajmują się nim bowiem szeroko także szkoły i służba zdrowia. Koncepcja autyzmu pozostaje jednak kontrowersyjna, poza tym zjawisko to nie do końca zostało wyjaśnione. Psychoanaliza może pomóc zrozumieć, w jaki sposób koncepcja ta powstała w psychologii i jak zmieniała się aż do czasów współczesnych. W większości przypadków – zarówno słynnych, jak i zwykłych – dziecko autystyczne, które trafia do szkoły, wydaje się niewykształcone i unika bliskiego kontaktu. Jakie specjalne potrzeby edukacyjne istnieją w przypadku autyzmu? Artykuł został oparty na odkryciach Z. Freuda, aby wskazać kierunek prowadzący do wyjaśnienia subiektywnego pragnienia bycia człowiekiem wśród ludzi, nawet w przypadku osób autystycznych.
Źródło:
Prima Educatione; 2020, 4
2544-2317
Pojawia się w:
Prima Educatione
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wsparcie ucznia z niepełnosprawnością w okresie zmian edukacyjnych
Support for students with disabilities in a period of educational change
Autorzy:
Dyduch, Ewa
Trojańska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/903593.pdf
Data publikacji:
2020-05-06
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
niepełnosprawność
wsparcie
specjalne potrzeby edukacyjne
disability
special educational needs
support
Opis:
W Polsce prawo do edukacji jest zagwarantowane przez Konstytucję Rzeczypospolitej Polskiej (art. 70). Pełnoprawnymi beneficjentami powszechnego systemu oświaty są również osoby z niepełnosprawnością. Realizacja prawa do edukacji (Ustawa Prawo oświatowe z dnia 14 grudnia 2016 roku. Dz.U. 2017 poz. 59, art. 1 pkt 6, 7). zagwarantowała dzieciom/uczniom z niepełnosprawnościami możliwość edukacji we wszystkich typach placówek oświatowo-wychowawczych, zgodnie z indywidualnymi potrzebami rozwojowymi i edukacyjnymi oraz predyspozycjami, a także możliwość realizowania zindywidualizowanego procesu kształcenia, form i programów nauczania. Dzieciom/uczniom tym, ze względu na ich specjalne potrzeby edukacyjne wynikające z niepełnosprawności, przyznano również prawo do wszelkich oddziaływań mających na celu kompensowanie, korygowanie i usprawnianie zaburzonych procesów psychicznych i fizycznych. Kompleksowe wsparcie dziecka/ucznia z niepełnosprawnością w procesie edukacji polega nie tylko na wspomaganiu jego wszechstronnego rozwoju, ale też na kształtowaniu jego kompetencji, które pozwolą mu skutecznie komunikować się (werbalnie i niewerbalnie), twórczo i krytycznie myśleć, rozwiązywać problemy z uwzględnieniem przewidywania konsekwencji dla siebie i społeczeństwa, podejmować decyzje, kierować sobą i radzić sobie w różnych sytuacjach, budować własny system wartości, postaw i zachowań oraz współdziałać i współpracować w grupie. Wsparcie to powinno być zróżnicowane w zależności od wieku dziecka/ucznia, rodzaju i stopnia jego niepełnosprawności, podejmowanej aktywności (edukacyjnej, rehabilitacyjnej, zawodowej), zainteresowań, uzdolnień.
In Poland, the right to education is guaranteed by th e Constitution of the Republic of Poland (Article 70). People with disabilities have full access to the free universal education system. The Act of Educational Law published on the 14th of December 2016 (Journal of Laws 2017, Item 59, Article 1, Point 6 & 7) guarantees free and unlimited access to all types of education to students with special educational needs. This is done in accordance with their cognitive, social, and emotional development, educational needs, and predisposition. They are also granted the right to individualized care plans, approaches, and curricula. Students with special educational needs are offered unlimited access to services specializing in compensation, enhancement, and improvement of their wellbeing. The complex and multifaceted approach that is provided for students with disabilities in education is not only to support their comprehensive development but also to develop skills that will allow them to: successfully communicate (verbally and nonverbally), make their own choices, be creative, solve problems, be able to assess the impact of their actions on their lives and their environment, cope in various situations, build their own system of values and beliefs, and be able to work well with others. Support for students with special educational needs should be individually tailored depending on students’ age, type and severity of disability, type of service (educational, rehabilitation, occupational) and also on students’ interests, talents, and preferences.
Źródło:
Szkoła Specjalna; 2020, LXXXI(2); 99-107
0137-818X
Pojawia się w:
Szkoła Specjalna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Włączenie dzieci ze specjalnymi potrzebami edukacyjnymi w proces edukacji ogólnodostępnej
Autorzy:
Gulzhan, Orazayeva,
Gulzhan, Tulebiyeva,
Powiązania:
https://bibliotekanauki.pl/articles/903635.pdf
Data publikacji:
2018-02-05
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
children with special educational needs
inclusive education
integration
compensation
development
Opis:
The problem of inclusive education is complex, debatable, but the main thing is that it is really a social issue because it affects the interests of a large number of people. The international community relates inclusive education to the category of legal issues as it calls upon the human right to quality education throughout life. Inclusive education is the state's policy that aims to remove barriers and enable all children to take an active part in education. Inclusive education is just beginning to develop in Kazakhstan. While school is not ready for serious reforms, it can and should take steps forward. Methodological provision for the inclusive educational space is still at the stage of primary development and testing, which considerably complicates the process of introducing practical solutions as methodological support requires a solid empirical base. Further improvement of the system of inclusive education for children with special educational needs requires, first of all, deep scientific understanding and modeling; also, all possible positive and negative consequences should be forecast.
Źródło:
Szkoła Specjalna; 2017, LXXVIII(5); 353-363
0137-818X
Pojawia się w:
Szkoła Specjalna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
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
Artykuł
Tytuł:
The teachers’ self-efficacy and its importance for inclusive education
Autorzy:
NARKUN, ZUZANNA
Powiązania:
https://bibliotekanauki.pl/articles/938587.pdf
Data publikacji:
2019-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
self-efficacy
inclusive education
teacher
students with special educational needs
Opis:
The aim of this article was to describe the teachers’ self-efficacy, self-efficacy for the purpose of inclusive practices, and to show its importance for the development of inclusion. Issues related to the self-efficacy of teachers (the definitions, the sources of self-efficacy, and the measurement of teachers’ self-efficacy) have been described. The resulting findings of the research on teachers’ self-efficacy, its antecedents and consequences have been presented. Moreover, connections between self-efficacy and effective implementation of inclusion have been discussed.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 25; 151-176
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kim jest uczeń ze spektrum autyzmu – implikacje (glotto)dydaktyczne
Who is an ASD student – didactic implications
Autorzy:
Andrychowicz-Trojanowska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/16538516.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
autism spectrum disorder
ASD
Asperger syndrome
special educational needs
student
Opis:
The article is devoted to special educational needs and difficulties of Asperger syndrome (AS) students. Asperger syndrome is more and more often diagnosed in Poland. As a consequence, the number of such students in Polish schools is growing. However, the problem is that teachers are not taught how to work and deal with Asperger syndrome and autism spectrum disorder (ASD) students. The aim of the article is to shortly characterise ASD and AS, show the areas of ASD and AS students’ difficulties and give some simple hints of how to behave, what to do and what to avoid in the classroom where these students are present.
Źródło:
Applied Linguistics Papers; 2022, 26, 4; 1-8
2544-9354
Pojawia się w:
Applied Linguistics Papers
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja dzieci i młodzieży – wybrane wyzwania i obszary nierówności
Education of children and youth
Autorzy:
Plichta, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/499179.pdf
Data publikacji:
2017
Wydawca:
Fundacja Dajemy Dzieciom Siłę
Tematy:
edukacja, nierówności edukacyjne, specjalne potrzeby edukacyjne
education, educational inequalities, special educational needs
Opis:
W artykule omówiono wybrane elementy systemu edukacji w Polsce wskazując związane z nimi wyzwania. Przedstawione zostały m.in. kwestia nierówności w dostępie do edukacji, bezpieczeństwa i higieny nauczania, odraczania obowiązku szkolnego oraz nauczania indywidualnego. Poddano analizie sytuację uczniów z tzw. specjalnymi potrzebami edukacyjnymi (np. pochodzącymi z mniejszości narodowych i kulturowych, uczniów zdolnych i z niepełnosprawnościami) i formom udzielanego im w ramach systemu wsparcia. Przedstawiony został również stan realizacji kształcenia specjalnego (zarówno w formie włączającej – ogólnodostępnej, integracyjnej, jak i w szkolnictwie specjalnym).
The article discusses chosen elements of the education system in Poland, highlighting the associated challenges, among others, inequalities in access to education, health and hygiene in teaching, deferred entry to primary school and individual education. An analysis has been provided of the situation of students with special educational needs (e.g. from national and cultural minorities, gifted or disabled pupils) and the available forms of support within the education system. The state of implementation of special education has also been presented (both in inclusive forms – in public or integrated facilities as well as in special education facilities).
Źródło:
Dziecko krzywdzone. Teoria, badania, praktyka; 2017, 16, 1; 146-171
1644-6526
Pojawia się w:
Dziecko krzywdzone. Teoria, badania, praktyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-25 z 139

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