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Wyświetlanie 1-15 z 163
Tytuł:
Rodzinne wzorce komunikacyjne a kompetencje językowe dzieci z niepełnosprawnością intelektualną w wizji sukcesu edukacyjnego
The family models of communication and the language competences of children with mental retardation in the vision of educational success
Autorzy:
CHRZANOWSKA, IWONA
Powiązania:
https://bibliotekanauki.pl/articles/435530.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji
Tematy:
communication, family, children with disabilities.
Opis:
Learning disabilities are a problem of education in each country. Still there are no eff ective methods to counter the phenomenon. Research results indicate that learning disabilities are a common cause of dropping out of school. B. Fatyga in her scientifi c research shows that are other (most important, in the teachers’ opinions) reasons, for example – negligent parenting, lack of child care. Analysis shows that it is not due to pathology in the family, the poor economic situation of the family or a low level of education of the parents. It is possible that the cause of diffi culties in learning (in some of the children) are dysfunctional communication patterns learned from the family environment.
Źródło:
Wychowanie w Rodzinie; 2012, V, (1/2012)
2082-9019
Pojawia się w:
Wychowanie w Rodzinie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Spostrzeganie temperamentu dzieci z ADHD przez nauczycieli i rodziców
Autorzy:
Lucyna, Bobkowicz-Lewartowska,
Magdalena, Giers,
Powiązania:
https://bibliotekanauki.pl/articles/892639.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
temperament
children with ADHD
parents
teachers
Opis:
The article presents the results of research focused on temperament of children with Attention Deficit Hyperactivity Disorder (ADHD). The aim of the research was to estimate the way parents and teachers assess individual components of temperament of children with ADHD. Studies were also conducted in order to answer the question in what kind of environment (school or family) the temperamental incompatibility that leads to disturbances in the functioning of children with ADHD appears. The study was based on the concept of behavioural genetics by Arnold Buss and Robert Plomin. The authors of this concept have identified three basic features of temperament: emotionality, activity and sociability. In our research, we used the EAS Questionnaire created by Buss and Plomin. The research was carried out in a group composed of 30 children aged from 6 to 14. Studies have shown that teachers and parents evaluate children with ADHD in a different manner. Referring individual elements to criterial features of ADHD, particular attention was paid to activity and emotionality. Both features are demonstrated to a greater degree at school than in a family environment. It is worth emphasizing that activity, as well as emotionality, are genetically determined. This implies that ADHD is a problem that concerns not only the early years of life.
Źródło:
Kwartalnik Pedagogiczny; 2016, 61(1 (239)); 156-170
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Forms of Occupational Work for Parents of Children on the Autism Spectrum during the Pandemic: Selected Aspects of Functioning and Children’s Participation in Therapy
Autorzy:
Skura, Monika
Steinhagen, Anna
Lorens-Rosa, Weronika
Wheeler, John J.
Powiązania:
https://bibliotekanauki.pl/articles/24964667.pdf
Data publikacji:
2023-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
parents of children with ASD
pandemic and ASD
therapy for children with ASD
parenting stress
Opis:
This study, conducted during the pandemic, examined if the occupational situation of parents of children with ASD influenced their parenting role and their children’s participation in therapy. We studied three groups of parents in Poland (n=137): non-employed, stationary workers, and remote workers. We tried to establish how parents assessed their competence in implementing therapy recommendations, their child’s functioning and the need for support using the Parental Stress Scale (PSS) and a questionnaire. Results showed that employment status did not affect perceived parental stress levels. The fulfilment of therapy recommendations was similar in the three groups. However, stationary workers felt more competent doing so. The study groups differed in their assessment of difficulties and expected support.
Źródło:
The New Educational Review; 2023, 74; 153-165
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
On the problem of vocational guidance organization children with sight violations
Autorzy:
CHERKASOVA, Irina
Powiązania:
https://bibliotekanauki.pl/articles/456072.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Rzeszowski
Tematy:
children with sight violations
vocational guidance
Opis:
The author considers the organization of vocational guidance of children with sight violations. Some psychological problems of these children are opened in article.
Źródło:
Edukacja-Technika-Informatyka; 2014, 5, 1; 255-257
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Functioning of inclusion classrooms in the opinion of parents – organization, teacher training, individualized instruction and social relations
Autorzy:
PRZYBYSZEWSKA, DOMINIKA
Powiązania:
https://bibliotekanauki.pl/articles/938274.pdf
Data publikacji:
2019-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
inclusion classrooms
individualization
children with disabilities
Opis:
Inclusive education is one of the available forms of education for students with disabilities in Poland. Inclusion classrooms have fewer student and an additional teacher assistant. The schools in which this type of education takes place should meet a number of requirements. They start with the infrastructure and available teaching aids, and end with the teacher training and the availability of specialists. However, these are only prerequisites. In addition to them, the attitude of teachers and their training, the atmosphere prevailing in the school and the relations between students are important. All these elements are components on which success depends. The article presents the opinions of parents whose children attend such classes. Their voice is consistent with the results obtained by other researchers and the reports of the Supreme Audit Office (NIK)- there are no teaching aids, it isnot always possible to talk to specialists (staff shortages), the individualization used in working with students is insufficient, and the relations in classes are only seemingly good.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 24; 83-108
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Stymulowanie rozwoju percepcji słuchowej małych dzieci z mózgowym porażeniem
The sense of „being different” that deaf-blind people, and people with weak vision have, in the physical and mental spheres of life
Autorzy:
Jakoniuk-Diallo, Anna
Kubiak, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/918044.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
auditory perceptron
children with cerebral palsy
therapy
Opis:
The text tackles the issue of stimulation of auditory perception in small children with cerebral palsy. Parents and specialists are able to use different methods to enhance the communication competence of small children which takes into consideration various needs of the child stemming from different areas of its development. In text there are some propositions of exercises, which could be done in everyday situations and which are attractive for small children; the aim of them is to develop auditory perception.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2013, 1; 59-71
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Gesty jako predyktor rozwoju komunikowania się u dzieci prawidłowo się rozwijających oraz z zaburzeniami rozwojowymi
Autorzy:
Dłużniewska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/937474.pdf
Data publikacji:
2018-05-28
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
gestures
language development
children with developmental disorders
Opis:
Gestures and facial expressions appear in child communication before she/he is able to say the first word, and their qualitative and quantitative growth is considered an indicator of future language development. The aims of this article is review of the research available in literature on the use of gestures in the communication process of children whose development is typically and children with developmental disorders. There is an evidence that the differences in the development of gestures communication in children with typical and atypical development allow to predict potential language delays.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2016, 14; 73-88
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Theory of Mind among deaf people – a literature review
Autorzy:
Dominika, Wiśniewska,
Powiązania:
https://bibliotekanauki.pl/articles/896684.pdf
Data publikacji:
2019-11-24
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
Theory of Mind
deaf children
children with hearing deficits
Theory of Mind and the deaf children with hearing parents
Opis:
In recent years, the studies on the Theory of Mind have gained a wide interest. The authors of these studies try to determine the influence of various factors on the development of the competency (i.e. Theory of Mind) among children. Among the variables taken into consideration, there are disability or developmental deficits. Especially popular are studies on children with autism. Already in the 90s it was noticed, that the lack of hearing can be one of the factors which makes it harder to master the competencies of the Theory of Mind framework. Deaf children achieve mentalizing capabilities 3-4 years later compared to their peers who can hear. The current article is a review of the literature concerning the specificity of the Theory of Mind development among deaf children. The difference in the linguistic and social experiences of the children brought up in families where the parents can and cannot hear is described. It seems that the social interactions deficits are the ones responsible for the more difficult process of gaining the Theory of Mind among deaf children.
Źródło:
Psychologia Wychowawcza; 2018, 55(13); 55-69
0033-2860
Pojawia się w:
Psychologia Wychowawcza
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Specificity of Teaching English to Students with Special Educational Needs
Autorzy:
Rafailov, Tosho
Powiązania:
https://bibliotekanauki.pl/articles/1818285.pdf
Data publikacji:
2021-02-22
Wydawca:
Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
Tematy:
teaching
training
English
children with special needs
Opis:
The specificity of teaching and learning English for children with special educational needs is the result of the process of implementation of innovative tech-nologies for developing communication skills. Teaching methods are: brainstorming / ice breaking game /; video presentation / multimedia presentation /; doll show; frontal talk; solving crossword puzzles; individual work for the faster. The training is carried out in an innovative learning environment at the “Neofit Rilski” Primary School in Kilifarevo. The expected results of teaching and learning can be represented by the significantly higher annual achievement of students with special needs. Teaching requires the tea-cher to prepare the academic content on a scientific basis. The scientific basis of the English lesson involves the use of the Multiple Intelligence Theory. The interest in innovative training is strongly emphasized by students with special needs.
Źródło:
Student Niepełnosprawny. Szkice i rozprawy; 2020, 20, 13; 55-59
1689-6416
Pojawia się w:
Student Niepełnosprawny. Szkice i rozprawy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Families with intellectually disabled children - psychosocial problems and support in the Republic of Bułgaria
Autorzy:
Stancheva-Popkostadinova, Vaska
Powiązania:
https://bibliotekanauki.pl/articles/528620.pdf
Data publikacji:
2005
Wydawca:
Krakowska Akademia im. Andrzeja Frycza Modrzewskiego
Tematy:
children with intellectual disabilities
psychosocial problems
family support
Opis:
Families with intellectually disabled children face many problems and difficulties in the process of care, which are influenced by their psychosocial functioning. The aim of the paper is to present the current problems of parents with a moderately intellectually disabled. child, based on results of the study conducted with 80 families in the Bułgaria. The results show that the main problems of the parents are connected with lack of adequate support and services for their children. There is a discussion about current changes and development of a policy for family support for children with intellectual disability during the last ten years.
Źródło:
Państwo i Społeczeństwo; 2005, 3; 113-122
1643-8299
2451-0858
Pojawia się w:
Państwo i Społeczeństwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The context of special pedagogy: practical inclusive education or simulated inclusive education?
Autorzy:
Barłóg, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/940888.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
special pedagogy
inclusive education
context
children with disabilities
Opis:
In many contexts of contemporary special education, its main present and future challenges are the implementation of effective inclusive education, the preparation of the required conditions, space and relations of safe functioning of a child with disabilities or special education needs together with healthy, able-bodied peers. Are the long-standing dreams of parents and many special educators regarding the equal rights of all people with disabilities, and in particular the right to education closest to the child’s place of residence, genuinely achieved nowadays? The diagnosis of selected municipal schools shows the real situation of the implementation of inclusive education. Are these successes already being achieved today? Or is it still a educational reality?
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 26; 125-142
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
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:
СИСТЕМА СПЕЦИАЛЬНОГО ОБРАЗОВАНИЯ ДЛЯ ДЕТЕЙ С СЕНСОРНЫМИ НАРУШЕНИЯМИ В УКРАИНЕ И ПОЛЬШЕ (XIX – НАЧАЛО XXI ВЕКА)
FORMATION AND DEVELOPMENT OF EDUCATION FOR CHILDREN WITH SENSORY DISORDERS IN UKRAINE AND POLAND
TWORZENIE I ROZWÓJ EDUKACJI DLA DZIECI Z ZABURZENIAMI CZUCIA NA UKRAINIE I W POLSCE
Autorzy:
Shevchenko, Wladimir
Powiązania:
https://bibliotekanauki.pl/articles/479799.pdf
Data publikacji:
2018
Wydawca:
Wyższa Szkoła Humanitas
Tematy:
children with sensory impairments,
children with hearing impairment,
children with visual impairment,
surdopedagogy,
tyflopedagogy,
reforming the education system
dzieci z zaburzeniami czucia,
dzieci z wadą słuchu,
dzieci z zaburzeniami wzroku,
surdopedagogika,
tyflopedagogika,
reforma systemu edukacji
Opis:
In the article, the author analyzes the formation and development of the education system for children with sensory impairments. The author gives a concise comparative description of the development of the education system for children with hearing impairment and vision in Ukraine and Poland. In the article, the author draws attention to the fact that surdopedagogy in two countries originated at the beginning of the nineteenth century, and typhlopedagogy – in the second half of the nineteenth century. Both systems have gone a long way in their development: from the care of such children to an understanding of their training and education, from differentiation to integration and inclusion in the general environment, that is, inclusiveness. The author notes that in the nineteenth and early twentieth centuries, special educational institutions for hearing impaired and sighted children were not included in the state education system. Only at the beginning of the 20th century, the situation began to change gradually. Until the Second World War, the number of special educational institutions for hearing impaired and sighted children was insignificant. They could not cover all school-age children. In the second half of the twentieth century, the rapid development of special education began. She covered the training of all children with hearing and vision impairment. At the end of the twentieth – early XXI century, significant modernization of the education system for children with special needs began in Ukraine and Poland. It aims to democratize and improve its quality. This causes the need for the innovative development of all its parts. At the present stage, the process of integration/inclusion of people with hearing impairments and eyesight into the educational space takes place in order to ensure their maximum development and socialization.
W artykule autor analizuje tworzenie i rozwój systemu edukacji dla dzieci z zaburzeniami czucia. Autor w zwięzły i porównawczy sposób opisuje rozwój systemu edukacji dzieci z wadą słuchu i wzroku na Ukrainie i w Polsce. Zwraca uwagę na fakt, że surdopedagogika w tych dwóch krajach powstała na początku XIX wieku, a tyflopedagogika – w drugiej połowie XIX wieku. Obydwa systemy przeszły długą drogę w swoim rozwoju: od opieki nad takimi dziećmi po zrozumienie ich specyficznych potrzeb, od różnicowania do integracji i włączenia w ogólne środowisko, to znaczy inkluzywności. Autor zauważa, że w XIX i na początku XX wieku specjalne placówki oświatowe dla dzieci niedosłyszących i niedowidzących nie były objęte systemem edukacji publicznej. Dopiero na początku XX wieku sytuacja zaczęła się stopniowo zmieniać. Do drugiej wojny światowej liczba specjalnych placówek oświatowych dla dzieci niedosłyszących i widzących była niewielka. Nie mogły one objąć swym oddziaływaniem wszystkich dzieci w wieku szkolnym. W drugiej połowie XX wieku rozpoczął się szybki rozwój edukacji specjalnej. W XXI wieku rozpoczęła się znacząca modernizacja systemu edukacji dla dzieci ze specjalnymi potrzebami edukacyjnymi na Ukrainie i w Polsce. Ma ona na celu demokratyzację i poprawę jego jakości. Powoduje to konieczność innowacyjnego rozwoju wszystkich jego części. Na obecnym etapie następuje proces włączenia osób z uszkodzeniem słuchu i wzroku w przestrzeń edukacyjną w celu zapewnienia im maksymalnego rozwoju i socjalizacji.
Źródło:
Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika; 2018, 18; 167-175
1896-4591
Pojawia się w:
Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Satisfaction with the support received by parents of children with disabilities and the diversity of parental behaviour towards the child
Autorzy:
Kuracki, Kamil
Powiązania:
https://bibliotekanauki.pl/articles/938808.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Support for parents
parent-child relationship
children with disabilities
Opis:
Raising, caring and rehabilitation of children with disabilities and developmental disorders is a serious challenge for their parents, because everyday situations associated with fulfilling parental duties generate a lot of various stress factors. Hence, receiving various kinds of social support seems to be an important factor affecting the well-being of parents. Thanks to this form of aid, it is possible to deal with a difficult situation and to reduce the disorder in family life. Moreover, the received support can significantly affect the parent-child relationship. This is particularly important in the context of reducing unfavourable behaviour and to intensify constructive parenting behaviour. The main aim of the study was to recognise the type of aid provided to parents of disabled children and to determine the relationship between the support received by parents and the development of the parent-child relationship. The research group consisted of 66 parents of preschool children with disabilities and 40 parents of children without disabilities. The tools used in the research were: the Parent Behavior Inventory by M.C. Lovejoy, R. Weis, E. O’Hare & E.C. Rubin, the Parent Cognition Scale by J.D. Snarr, A.M.S. Slep & V.P. Grande and the Parents’ Questionnaire by Agnieszka Dłużniewska. The study was conducted according to the correlation model.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 26; 191-215
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The model of combination between medical and educational intervention for children with developmental disorders in Vietnam – Through case studies
Model łączący interwencje medyczne i edukacyjne w pracy z dziećmi z zaburzeniami rozwoju w Wietnamie – studia przypadków
Autorzy:
Thu, Trang Dinh Nguyen
Powiązania:
https://bibliotekanauki.pl/articles/903575.pdf
Data publikacji:
2018-11-08
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
dzieci ze specjalnymi potrzebami
dzieci z opóźnionym rozwojem
dzieci ze spektrum autyzmu
dzieci z ADHD
interwencja edukacyjna
terapia medyczna
children with special needs
children with developmental delay
children
with autism spectrum disorder
educational intervention
medical therapy
children with attention deficit hyperactivity disorder (adhd)
Opis:
Kształcenie specjalne musi charakteryzować się interdyscyplinarnością, by zapewnić wszechstronną edukację dzieciom ze specjalnymi potrzebami, a zwłaszcza tym z zaburzeniami rozwoju. W przypadku dzieci z zaburzeniami rozwoju, takimi jak spektrum autyzmu, ADHD, trudności w uczeniu się, regularne interwencje edukacyjne są bardzo istotne, gdyż zapewniają im niezbędną wiedzę i umożliwiają ćwiczenie potrzebnych umiejętności, zanim wykorzystają je w procesie integracji społecznej. Artykuł przybliża modele interwencyjne stosowane w placówce edukacyjnej w połączeniu z terapią medyczną, a także omawia efekty takiego połączenia na przykładzie dwóch studiów przypadków dzieci z zaburzeniami rozwoju. Celem artykułu jest przedstawienie konkretnych dowodów oraz wyników studiów przypadków i tym samym przyczynienie się do stworzenia wyraźniejszego obrazu modelu łączącego aspekty zdrowotne i edukacyjne, stosowanego w Wietnamie w działaniach interwencyjnych skierowanych do dzieci ze specjalnymi potrzebami, a zwłaszcza tych z zaburzeniami rozwoju.
Special education must be interdisciplinary in order to ensure the comprehensive quality of education for children with special needs in general and children with developmental disorders in particular. For children with developmental disorders such as autism spectrum disorder, attention deficit hyperactivity disorder, learning disabilities, etc., regular education interventions are important as they provide children with essential knowledge and help them practice necessary skills before utilizing these skills in their social integration process. This article introduces intervention models used in an educational institution in combination with medical therapy and the effects of this combination in two case studies of children with developmental disorders. Through concrete evidence and results of clear case studies, the article desires to contribute to a clearer illustration of the combined model of health and education used in interventions for children with special needs in general and especially for children with developmental disorders in Vietnam.
Źródło:
Szkoła Specjalna; 2018, LXXIX(4); 272-280
0137-818X
Pojawia się w:
Szkoła Specjalna
Dostawca treści:
Biblioteka Nauki
Artykuł
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