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Tytuł:
Kształcenie nauczycieli szkół specjalnych w wybranych krajach europejskich w okresie dwudziestolecia międzywojennego
Training of special school teachers in selected european countries in the inter-war period
Autorzy:
Czarnecka, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/38576877.pdf
Data publikacji:
2023
Wydawca:
Związek Nauczycielstwa Polskiego
Tematy:
special schools
teachers
courses
institutes
education
Opis:
Aim: The aim of this text is to present the methods of educating special school teachers in selected European countries in the interwar period. Methods: While working on the text, the methods appropriate for the history of child-rearing and social science were applied. Results: The result is an indication of similarities and differences in the way of educating special school teachers in selected European countries. Conclusions: In most European countries, in the interwar period, special school teachers were trained to work on courses for professionally active teachers, only in a few countries, including Poland, separate institutes operated.
Źródło:
Przegląd Historyczno-Oświatowy; 2023, LXVI, 3-4; 24-34
0033-2178
Pojawia się w:
Przegląd Historyczno-Oświatowy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
H@ssles and Hopes on the Internet: What Professionals Have Encountered in Dealing with Internet Use and Sexuality among Youths with Intellectual Disabilities
Autorzy:
Lotta, Löfgren-Mårtenson,
Martin, Molin,
Emma, Sorbring,
Powiązania:
https://bibliotekanauki.pl/articles/893051.pdf
Data publikacji:
2018-02-27
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
Special Schools
Youths with intellectual Disability
Internet-usage
Participation
Opis:
This study aims to provide more in-depth knowledge about professionals’ views regarding Internet use among youths with intellectual disability (ID). How do the professionals describe the abilities of the youths with ID when using the Internet for social, romantic, and sexual reasons? What kinds of experiences do the professionals have of these youths’ Internet usage, and how do they talk about their ways of dealing with this? In what ways do the professionals describe their own competence regarding Internet usage among youths with ID aged 16-21 years, and do they express the need for any specific tools? Qualitative research interviews were conducted with 17 professionals, 4 males and 13 females, between the ages of 29 and 58. The professionals described challenges with the youths’ various emotional and intellectual abilities, as well as their technical knowledge in relation to Internet use. The results highlight three themes: A two-fold usage, Between being controlling and permissive, and A lack of strategies. The article discusses the development of a ‘Participation-script’, where a continuous dialogue with the youths with ID exists parallel to a restrictive Net-script. We argue that everyday school situations concern joint decision-making between professionals and pupils with ID. Such an approach to participation is based on relationships, that is, oriented towards the self-understanding and individual agency of youths with ID, as well as to the self-understanding of the professionals involved in the lives of youths with ID.
Źródło:
Papers of Social Pedagogy; 2018, 8(1); 66-82
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Special education versus inclusive education: examining concerns and attitudes of teaching professionals toward children with disabilities
Autorzy:
Sharma, Ambuj
Dunay, Anna
Dely, Reka Luca
Powiązania:
https://bibliotekanauki.pl/articles/499430.pdf
Data publikacji:
2018
Wydawca:
Wyższa Szkoła Biznesu w Dąbrowie Górniczej
Tematy:
Children with disabilities
gender
Hungary
inclusive education
special schools
special teachers
Opis:
This article explores the perceptions and experiences of head teachers, teachers and conductor teachers towards students with disabilities, in the five schools of Budapest (Hungary). The study relied on a qualitative methodology. Qualitative instruments, i.e. semi-structured interviews were used to examine the participants’ day to day experiences with students with disabilities, their contribution in the learning process and their viewpoints on different aspects of special, as well as inclusive education in the overall development of students with disabilities. Fourteen interviews (both in English and Hungarian) were conducted in one inclusive and four special schools. Two teachers with disabilities also participated in this study. Results show that participants value an inclusive approach in the overall development of students with disabilities, but display mixed attitudes towards the ‘full’ participation of pupils with disabilities in inclusive classrooms. However, the majority of participants believed that every child with a disability has different education needs. Therefore, the type and severity of disability, ideally, should be a deciding factor in selecting an educational approach. The results also discuss the impact of teachers’ and children’s factors on the attitudes of teachers towards the participation of children with disabilities in general classrooms. There are very few published research papers in English concerning special/inclusive education in Hungary and this was one of biggest challenges faced by the authors in gathering information for this article. This study ends with recommendations for further studies
Źródło:
Forum Scientiae Oeconomia; 2018, Volume 6 (2018) Issue No. 1: Competitiveness of the modern organization: human, ethical and innovative aspects; 83-102
2300-5947
Pojawia się w:
Forum Scientiae Oeconomia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Visual parameters of Polish special schools students
Autorzy:
Buczkowska, H.
Miskowiak, B
Powiązania:
https://bibliotekanauki.pl/articles/173971.pdf
Data publikacji:
2014
Wydawca:
Politechnika Wrocławska. Oficyna Wydawnicza Politechniki Wrocławskiej
Tematy:
refractive errors
spatial vision
special schools
vision screening
visual acuity
Opis:
The purpose of this study was to coduct a visual screening of students in special schools with a set of tests chosen by the faculty and staff of the Department of Optometry and Visual System Biology of Poznań University of Medical Sciences. Students mentally handicapped (N = 318) between the age of 7 and 22 (mean age 14.4 ± 2.84) were screened. Group 1 were children aged 7 to 12 (n = 65), group 2 were subjects aged 13 to 16 (n = 167) and group 3 included people aged between 17 and 22 (n = 86). The scope of the screening included: auto-refractometer (Shin-Nippon A type) without cycloplegia, visual acuity for distance, positive lens test +1.00 D (diopter), spatial vision (stereo) at near, color vision and near point of convergence. 72 children (22.6%) were prescribed correction, but only 30 children actually wore glasses on a permanent basis (9.4%). Of those not using correction (n = 288): in group 1 the adopted criteria for visual acuity for the right eye were not met by the 38% of the respondents or 35% for the left eye; group 2 – 36% of the respondents failed (right eye) and 31% (left eye); 50% of students in group 3 did not meet the visual acuity criterion. Stereo was failed in groups 1 and 3 by almost 60% while in group 2 the test was failed by 47% of the respondents. The results of the refraction revealed a small degree of myopia in each eye of 38% in the entire sample. Hyperopia was found in 42% (right eye) of the students whereas 44% (left eye) in the entire sample. Astigmatism ranging from 0.75 to 2.00 D was noted in the case of 32% of people. This study indicates the need for a systematic vision screening, more than just visual acuity at distance, among the students in special schools.
Źródło:
Optica Applicata; 2014, 44, 2; 227-236
0078-5466
1899-7015
Pojawia się w:
Optica Applicata
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ako by sa mala realizovať inštitucionálna sexuálna výchova osôb s mentálnym postihnutím? Empirická sonda o postojoch učiteľov a učiteliek k sexuálnej výchove osôb s mentálnym postihnutím
How should pursue institutional sexual education of people with intellectual disabilities? Empirical probe the attitudes of teachers on sex education of people with intellectual disabilities
Autorzy:
Lištiak Mandzáková, Stanislava
Powiązania:
https://bibliotekanauki.pl/articles/2157697.pdf
Data publikacji:
2015
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
Sexuality
Sex education
Mental disability
Attitudes
Special schools
Special primary school
Interdisciplinarity
Morality
Opis:
In the paper we present partial results of comprehensive research, which focused on attitudinal and behavioral attributes sexuality of people with intellectual disabilities and their socio-cultural and ethical contexts using selected items of us compiled questionnaire sexuality and sexual education of students with intellectual disabilities. We focus on the evaluation of teachers' attitudes towards special schools selected aspects of sexual education of students with intellectual disabilities. In this paper we analyze the attitudes of teachers for special schools source implementation of sex education of students with intellectual disabilities to teaching sex education in schools and selected special positions for experts to be involved in the implementation of sex education.
Źródło:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2015, 3(18); 173-190
1898-0171
Pojawia się w:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Roma school mediators and the bilingualism of Roma students
Autorzy:
Kyuchukov, Hristo
New, William
Powiązania:
https://bibliotekanauki.pl/articles/1956073.pdf
Data publikacji:
2019-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Romowie
dwujęzyczność
szkoły specjalne
mediatorzy szkolni
edukacja międzykulturowa
Roma
bilingualism
special schools
school mediators
intercultural education
Opis:
Artykuł omawia zagadnienia edukacji dzieci romskich w szkołach specjalnych i ich dwujęzyczność. Bardzo często dzieci romskie w wielu krajach Europy Wschodniej są umieszczane w szkołach specjalnych na podstawie testów w oficjalnym języku danego kraju. Dwujęzyczność dzieci romskich nie jest uznawana za zjawisko pozytywne. W niektórych krajach (np. w Republice Czeskiej i Słowacji), jeśli dzieci posługują się jakąś formą języka urzędowego, ale nie językiem właściwym, nadal uważane są za niepełnosprawne intelektualnie. Wyłącznie na podstawie znajomości języka są wysyłane do szkół specjalnych.W artykule przedstawiono również takie kwestie, jak segregacja i dyskryminacja poprzez edukację, rola rozwoju języka ojczystego, zagadnienia dwujęzyczności w szkole oraz program ROMED Rady Europy dla mediatorów szkolnych. W końcowej części opracowania autorzy sugerują kilka propozycji, co mogą zrobić więcej w tym zakresie szkolni mediatorzy, aby zintegrować uczniów romskich w szkole grupy większościowej i aby ich integracja nie była traktowana jako kara, jak to jest aktualnie akceptowane w niektórych krajach.
The paper discusses the issues of Roma children education in special schools and their bilingualism. Very often the Roma children in many East European countries are placed in specials schools based on testing in the official language of the countries. The bilingualism of Roma children is not considered as a positive phenomenon. In some countries even (such as Czech Republic and Slovakia) if the children speak some form of the official language, but not the proper language, still they are considered to be mentally retarded. Based on their language knowledge they are sent to special schools. The paper discusses also issues such as segregation and discrimination trough education, the role of the mother tongue development, the issues of bilingualism at school, and the ROMED program of the Council of Europe for school mediators. On the end the paper suggests some ideas what the school mediators can do more in order to integrate more Roma students to mainstem school and their integration not to be taken as a punishment, as it is accepted now in some countries.
Źródło:
Edukacja Międzykulturowa; 2019, 10, 1; 81-100
2299-4106
Pojawia się w:
Edukacja Międzykulturowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“It’s their way of protecting them”: Between care and control in an honor context for youths with intellectual disabilities
Autorzy:
Lotta, Löfgren-Mårtenson,
Pernilla, Ouis,
Powiązania:
https://bibliotekanauki.pl/articles/893018.pdf
Data publikacji:
2018-02-27
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
professionals in special schools; youth with intellectual disabilities; sexual norms; honor-related experiences; sexual script theory
Opis:
Today’s multicultural society is characterized by contradictory sexual norms that may have consequences for youths with intellectual disabilities’ possibilities of choosing a partner and expressing their sexuality. However, the body of knowledge concerning the area of youths with intellectual disabilities is limited. This study aims to examine professionals’ views on honor-related experiences among youths with intellectual disabilities. The data consists of nine qualitative interviews with professionals in special schools (personal assistants and teachers). In addition, 11 professionals were included at pre-meetings while designing the study. A thematic analysis was conducted while using sexual script as a theoretical framework. The results are presented in the following themes: (1) The professionals’ perceptions of the young people’s abilities to deal with honor-related experiences; (2) The professionals’ opinions of the existence of honor-related experiences among youth with intellectual disabilities; and (3) Descriptions of the professionals’ conduct toward the youths with intellectual disabilities concerning honor-related experiences. The analysis shows an honor script geared towards youths with intellectual disabilities, which can be described as a continuum between care and control connected to cultural sexual norms and to the disability. The families’ strive for a so-called normality seem to be an important factor in understanding for example arranged marriages among youths with ID. To meet the needs of these youths, the professionals require tools to navigate between care and control in this complicated arena of contradictory sexual and cultural norms.
Źródło:
Papers of Social Pedagogy; 2018, 8(1); 14-35
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zastosowanie technologii informacyjno-komunikacyjnych w edukacji uczniów z niepełnosprawnością intelektualną na II i III poziomie edukacyjnym
The Application of Information and Communication Technologies in the Education of Students with Intellectual Disabilities at II and III Educational Level
Autorzy:
CHUDNICKI, ANDRZEJ
MIELCZAREK, ANDRZEJ
Powiązania:
https://bibliotekanauki.pl/articles/456905.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Rzeszowski
Tematy:
niepełnosprawność intelektualna
technologie informacyjno-komunikacyjne
młodzież niepełnosprawna
szkoła specjalna
intellectual disability
information and communication technologies
youth with disabilities
special schools
Opis:
W artykule przedstawiono propozycję wykorzystania technologii informacyjnych i komunikacyjnych w pracy z dziećmi i młodzieżą niepełnosprawną intelektualnie w stopniu lekkim i umiarkowanym. Omówione zostały założenia teoretyczne oraz wstępna ewaluacja działań zreali-zowanych w ramach koła komputerowego funkcjonującego w internacie szkoły specjalnej.
The article presents the use of information and communication technologies during work with children and young people with mild and moderate intellectual disabilities. The theoretical as-sumptions and the preliminary evaluation of activities realised within the computer course orga-nized in the boarding school of the special school were discussed.
Źródło:
Edukacja-Technika-Informatyka; 2018, 9, 1; 249-254
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Evaluating Teachers’ Opinions on Learning Difficulties of Stuttering Primary Students In Terms of Terms of First Literacy
Autorzy:
Sari, Hakan
Gokdag, Hatice
Kizilkaya, Hasan
Powiązania:
https://bibliotekanauki.pl/articles/951103.pdf
Data publikacji:
2019
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
Stuttering
Teaching Initial Reading and Writing Skills
Children who Need Special Education
Special Educational Needs in Primary Schools
First Literacy
Opis:
Objectives In this study, researchers aimed to (1) investigate how stuttering affects the learning process of first reading and writing, and (2) reveal the problems encountered by children with stuttering during the first literacy process and (3) shed light on further research in this area. Material and methods The research is a descriptive study to determine the problems that students with stuttering have experienced in the process of learning first literacy skills. In this study, semi-structured interviewing methods were chosen from the types of interviews included in the qualitative research methods in order to evaluate the problems encountered by the stuttering students in the process of learning literacy skills in a more in-depth manner in terms of their opinions, and experiences. Results The data obtained from semi-structured interviews and findings were obtained by analyzing by content analysis technique. During the interview, eight questions were asked to the participant. Conclusions When the research findings are examined, it is seen that students with stuttering have some difficulties in reading, writing, and hearing voice and syllable, while there is not a significant difference between them in reading and writing skills of voice, syllable and words in the process of first reading and writing. Teacher’s opinion revealed that stuttering students were particularly had more problems with the words or syllable starting with a strong consonant.
Źródło:
Journal of Modern Science; 2019, 42, 3; 57-81
1734-2031
Pojawia się w:
Journal of Modern Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Therapeutic Preferences of Arts Therapists in Educational Environments - A Cross-Sectional Study in the Czech Republic
Autorzy:
Kantor, Jiří
Chráska, Miroslav
Powiązania:
https://bibliotekanauki.pl/articles/1964278.pdf
Data publikacji:
2021-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
arts
therapy
education
schools
special needs
Opis:
A growing number of arts therapists around the world work in schools, but information on their practices is limited. The aim of this work is to examine the theoretical influences and therapeutic trends prevalent in Czech educational institutions. Data obtained from 142 respondents were collected using the “Practice of Arts Therapies” questionnaire. Based on a statistical analysis of the responses, the results show that therapists prefer predominantly humanistic trends with a wide range of other therapeutic influences based on assimilative integration tendencies. Contrary to the initial assumptions, it was found that there is little difference in the preferences for trends in different work environments. The results can be used for international comparisons of arts therapies in the educational environment, as they seem to be an important area of interdisciplinary practice associated with education.
Źródło:
The New Educational Review; 2021, 64; 73-84
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Tytuł:
Self-regulation of Learning in Secondary School Students with Special Educational Needs and other Students of Vocational and Technical Schools
Autorzy:
Bakracevic Vukman, Karin
Funcic Masic, Tamara
Schmidt, Majda
Powiązania:
https://bibliotekanauki.pl/articles/18104564.pdf
Data publikacji:
2013-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
self-regulation
learning
students with special educational needs
other students
vocational and technical schools
Opis:
Our study examined the differences between students with special educational needs (SEN) and other students in vocational and technical schools in different areas of self-regulation: learning motivation, cognitive and metacognitive strategies and emotional regulation in learning. The sample consisted of 140 students, of whom 20 were students with SEN. Differences between students were most often expressed in the area of lower perceptions of self-efficacy. With respect to the regulation of time and study environment, the students with SEN had greater problems with following the study schedule than other students; in the area of taking responsibility for learning, the students with SEN gave up faster and did not persevere in studying the more difficult subject matter. The students with SEN also expressed less positive beliefs about themselves and their abilities; they sought study support later or not at all compared to other students and gave up on studying more difficult course material. In inclusive classes with the students with SEN, the teachers should dedicate more time to develop self-regulated learning skills and strategies and thus increase students’ feeling of control over the learning process.
Źródło:
The New Educational Review; 2013, 33; 295-305
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Projekt „opolskie szkolnictwo zawodowe bliżej rynku pracy” elementem specjalnej strefy demograficznej
“Vocational education closer to the labour market” project as an element of the special demographic zone
Autorzy:
Rajchel, Anna
Powiązania:
https://bibliotekanauki.pl/articles/589091.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Ekonomiczny w Katowicach
Tematy:
Młodzież
Projekt
Specjalna strefa demograficzna
Szkoły zawodowe
Project
Special demographic zone
Vocational schools
Young people
Opis:
Specjalna Strefa Demograficzna powstała by zapobiegać i przeciwdziałać procesom depopulacji w regionie opolskim. Projekt „Szkolnictwo zawodowe bliżej rynku pracy”, realizowany przez szkoły zawodowe Opolszczyzny, wpisuje się w założenia SSD. W województwie zostanie stworzona racjonalna sieć szkół prowadzących kształcenie zawodowe. Doposażenie pracowni, praktyki w kraju i za granicą, kursy, wyjazdy studyjne mają zachęcić młodzież do pozostania w regionie. Celem artykułu jest próba odpowiedzi na pytanie, w jaki sposób realizacja projektu może wpłynąć na decyzje młodzieży związane z miejscem zatrudnienia i założenia rodziny.
The Special Demographic Zone was created to prevent and counteract depopulation processes in Opole region. The project entitled “Vocational Education Closer to the Labour Market” implemented by vocational school of Opole region inscribes in the assumptions of the Special Demographic Zone. A rational network of schools conducting vocational education will be formed in the province. Additional equipment for workshops, vocational trainings in Poland and abroad, courses, study tours are supposed to encourage young people to stay in the region. The aim of the article is to answer the question how the project implementation may influence the decisions of teenagers related to the place of employment and starting a family.
Źródło:
Studia Ekonomiczne; 2015, 223; 73-83
2083-8611
Pojawia się w:
Studia Ekonomiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkolnictwo specjalne na ziemiach polskich w XIX i początkach XX w. (ze szczególnym uwzględnieniem zaboru austriackiego)
Schools for special education in the Polish territories in the nineteenth and the early twentieth century (with special emphasis on the Austrian partition)
Autorzy:
Pelczar, Roman
Powiązania:
https://bibliotekanauki.pl/articles/1202342.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
Tematy:
Szkolnictwo w Galicji
szkolnictwo specjalne w Polsce w czasach zaborów
szkoły dla niewidzących w Polsce
szkoły dla głuchych w Polsce
szkoły dla niepełnosprawnych umysłowo w Polsce
szkoły dla dzieci zdemoralizowanych w Polsce
Education in Galicia
schools for special education in Poland under the partitions
schools for the blind in Poland
schools for the deaf in Poland
schools for the mentally disabled in Poland
schools for the children demoralized in Poland
Opis:
Celem artykułu było ukazanie uwarunkowań, które w XIX w. przyczyniły się do powstania pierwszych szkół specjalnych dla dzieci niepełnosprawnych i wymagających specjalnej troski. Miało to miejsce na ziemiach polskich w czasach zaborów. Główną uwagę zwrócono na działania w tym zakresie, podjęte w zaborze austriackim. Do zreferowania tematu wykorzystano literaturę naukową, odnoszącą się do szczegółowych zagadnień składających się na tytułowy problem badawczy. Na system szkolnictwa specjalnego składały się w tym czasie następujące typy szkół: dla głuchych, niewidzących, upośledzonych umysłowo oraz zdemoralizowanych. Zostały one w artykule kolejno omówione. Ponadto szkolnictwo specjalne na ziemiach polskich zostało skonfrontowane z podobnym szkolnictwem działającym w różnych krajach europejskich.
The aim of the article was to show the conditions that in the nineteenth century contributed to the creation of the first special schools for children with disabilities and requiring special care. This took place in the Polish lands at the time of the partitions. The main attention was paid to activities in this field, taken under Austrian rule. To illustrate the theme used in the scientific literature relating to specific issues that make up the title research problem. The system of special education consisted at that time the following types of schools: for the deaf, blind, mentally retarded and demoralized. They were subsequently discussed. In addition, special education in the Polish lands have been confronted with similar schools operating in different European countries.
Źródło:
Kultura – Przemiany – Edukacja; 2018, 6; 13-21
2300-9888
2544-1205
Pojawia się w:
Kultura – Przemiany – Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Umgang mit Diversität im Klassenraum – Annahmen und Realität
Autorzy:
Janicka, Monika
Powiązania:
https://bibliotekanauki.pl/articles/913371.pdf
Data publikacji:
2017-08-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
diversity in the language classroom
students with special educational needs
the inclusion concept
difficulties with effective inclusion in mainstream schools
Opis:
One of the main goals of the reform of the educational system in Poland in 2004 wasto ensure the equality of chances for all as well as social integration. This concept assumed anequal access to the education also for students with special educational needs. The present paperattempts to highlight the problems with implementing the inclusion concept in the languageclassroom. The study presented in the article aims to investigate whether educational institutionsin Poland are ready to implement the concept of inclusion, as well as the competence of foreignlanguage teachers to cope with the diversity in the language classroom.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 1; 9-21
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 20

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