Skocz do pozycji: 1.

Tytuł:

Edukacja włączająca – wyzwanie dla kompetencji pedagogów specjalnych
Inclusive Education – a Challenge for the Competences of Special Educators].

Autorzy:

Chrzanowska, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/921096.pdf

Data publikacji:

2018-04-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

inclusive education
support of inclusive education
special pedagogue

Opis:

To prevent the marginalisation of young people, it is vital to have inclusive and fair education systems. Ensuring effective equal access to quality inclusive education for all learners, including those of migrant origins, those from disadvantaged socio-economic backgrounds, those with special needs and those with disabilities – in line with the Convention on the Rights of Persons with Disabilities – is indispensable for achieving more cohesive societies. Support educational staff and the students with special educational needs is important for success of inclusive education. These tasks can be carried out by teachers, special pedagogues. However, this requires changes in higher education programs in the field of special pedagogy. Inclusive education should be a compulsory education module. The question is what content the module should contain.

Źródło:

Studia Edukacyjne; 2018, 48; 23-43
1233-6688

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

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Tytuł:

Inkluzja edukacyjna na etapie przedszkola w rozumieniu rodziców dzieci niepełnosprawnych
Educational inclusion on the stage of the nursery school in understanding parents of children with disabilities

Autorzy:

Myśliwczyk, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/1388135.pdf

Data publikacji:

2016-04-06

Wydawca:

Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego

Tematy:

integration
inclusive education
inclusion

Opis:

In the field of education we observe many positive changes in equalising educational opportunities for children and young people with disabilities. The most important changes have led to the inclusive paradigm which posits education of disabled children together with children with special educational needs. The article deals with issues related to educational inclusion, variously understood by parents of disabled children. Parents experiencing the disability of their children tend to normalize their lives, including education in a mainstream kindergarten. When talking about their children’s education, they unveiled personal meanings given to this event, showed their individual truths and the reality they experience. The stories they told were given a subjective meaning, which from their perspective is important and shapes their being.

Źródło:

Problemy Wczesnej Edukacji; 2016, 33, 2; 166-180
1734-1582
2451-2230

Pojawia się w:

Problemy Wczesnej Edukacji

Dostawca treści:

Biblioteka Nauki

/5

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Tytuł:

Uczniowie niepełnosprawni w polskim szkolnictwie powszechnym

Autorzy:

Kowalski, Mirosław Henryk

Powiązania:

https://bibliotekanauki.pl/articles/629895.pdf

Data publikacji:

2014

Wydawca:

Szkoła Główna Handlowa w Warszawie

Tematy:

disabled students, inclusive education, education policy

Opis:

The paper analyses the situation of disabled students in Polish public schools. The author stresses the necessity of providing disabled students with high quality education. To achieve that aim a broad spectrum of measures and regulation is necessary, including national and international regulations. Appropriate funding and support also need to be provided by local, regional and central governments. However, what is the most difficult is to gain the acceptance of inclusive education on the part of local communities.

Źródło:

Kwartalnik Kolegium Ekonomiczno-Społecznego Studia i Prace; 2014, 3; 91-107
2082-0976

Pojawia się w:

Kwartalnik Kolegium Ekonomiczno-Społecznego Studia i Prace

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 4.

Tytuł:

Prowłączające zmiany w systemie polskiej edukacji – nowe możliwości, ograniczenia i wyzwania
Pro-inclusive changes in the Polish education system – new opportunities, limitations and challenges

Autorzy:

Janiszewska-Nieścioruk, Zdzisława
Zaorska, Marzenna

Powiązania:

https://bibliotekanauki.pl/articles/920082.pdf

Data publikacji:

2014-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

inclusive education
students with disabilities
capabilities and limitations of inclusive education

Opis:

The past pro-inclusive actions and solutions in the education of people with disabilities, often can be perceived as highly positive, but, at the same time, they should lead to a critical and reflective approach towards them as well as their consequen- ces. In addition to the undoubted qualities, the article also points out their weaknesses and limitations that are primarily expressed in the totalization of organizational solutions and excessive dissemination, as well as reducing the quality of the pedagogue and teacher education. The above mentioned issues generate a need for fast, corrective actions in the Polish education system.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2014, 4; 9-28
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Tytuł:

Wiedza na temat autyzmu wśród obecnych i przyszłych pedagogów a dylemat wspólnego kształcenia i integracji w wymiarze edukacyjnym
Knowledge of Autism Among the Present and Future Educators, and the Dilemma of Common Education and Integration In The Educational Dimension

Autorzy:

Chrzanowska, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/423489.pdf

Data publikacji:

2012

Wydawca:

Lubuskie Towarzystwo Naukowe

Tematy:

Autism
Inclusive Education
Pedagogy

Opis:

This paper is an attempt to diagnose the state of knowledge of autism among educators, special educators and students of education. This is particularly important, especially nowadays, when the idea of inclusive education is not only becoming the tendency of educational solutions in Poland , but it soon will be authorized by law (in September 2012 the President of Poland shall sign the Convention on the Rights of Persons with Disabilities, which guarantees them the possibility of integration. In the document, the so-called „inclusive education” is considered a priority which is to counteract exclusion.). According to the idea of inclusive education, autistic children may be educated in inclusive schools or traditional schools (it is also referred to in the regulation of the Ministry of Education, dated 17th November, 2010) . In such a context it seems to be important to find answers to the questions about substantial preparation, knowledge and attitudes (including stereotypes) connected with the functioning of children with autism, the possibilities of effective work with them, resulting from the knowledge of therapeutic effects of the methods used by their potential teachers and tutors. However, formal possibilities or priority ideas of the Ministry of Education are not enough and will not ensure the success of the education of children, among the others those with autism. What is needed is primarily the knowledge, willingness and competencies of those who will work with children in difficult and far from the educational ideal Polish schools.
Tekst jest próbą zdiagnozowania stanu wiedzy na temat autyzmu wśród pedagogów i pedagogów specjalnych, jak również przyszłych pedagogów studiujących na kierunkach pedagogicznych. Jest to szczególnie istotne zwłaszcza współcześnie, gdy idea kształcenia inkluzyjnego staje się nie tylko tendencją rozwiązań edukacyjnych w Polsce, ale za chwilę (we wrześniu 2012 Prezydent RP Bronisław Komorowski podpisze konwencje o Prawach Osób Niepełnosprawnych, która gwarantuje im możliwość integracji. W dokumencie tym tzw. edukacja włączająca jest uznana za priorytet, który ma przeciwdziałać wykluczeniu) zostanie usankcjonowana prawnie. W jej myśl dzieci z autyzmem mogą realizować obowiązek kształcenia w szkole integracyjnej czy ogólnodostępnej (odnosi się do tego również rozporządzenie MEN z dn. 17.11.2010). W tym kontekście istotne wydaje się uzyskanie odpowiedzi na pytania o przygotowanie merytoryczne pedagogów, wiedzę i postawy (w tym stereotypy) dotyczące funkcjonowania dziecka z autyzmem, możliwości skutecznej pracy z nim, wynikające ze znajomości metod oddziaływania terapeutycznego ich potencjalnych nauczycieli i wychowawców. Formalne możliwości, priorytetowe ministerialne (MEN) koncepcje nie wystarczą i nie zapewnią sukcesu kształcenia dzieci m.in. z autyzmem. Potrzebna jest przede wszystkim zgoda, wyrażająca się w wiedzy, chęciach i kompetencjach tych, którym przyjdzie z dzieckiem na co dzień pracować we wciąż trudnej i dalekiej od ideału rzeczywistości edukacyjnej polskiej szkoły.

Źródło:

Rocznik Lubuski; 2012, 38, 2; 105-115
0485-3083

Pojawia się w:

Rocznik Lubuski

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 6.

Tytuł:

Edukacja włączająca – horyzonty myślenia i działania w „szkole dla wszystkich”
Inclusive Education – Horizons of Thinking and Acting at the “School for All”

Autorzy:

Wojciechowska, Justyna

Powiązania:

https://bibliotekanauki.pl/articles/16539531.pdf

Data publikacji:

2021-05-25

Wydawca:

Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN

Tematy:

inclusive education
inclusion
dialogue

Opis:

The aim of the article is to discuss the direction of activities of the contemporary model of education, including elementary education, where the process of inclusion plays an important role. The analysis is based on the contemporary pedagogical scientific literature and recommendations of education policy. The starting point for the considerations is that inclusion is the basis of the concept of “Education for All”. The special attention has been paid to the essence of the development of education according to Thomas Kuhn. In his considerations the importance of language and meanings at all has been emphasized. From this perspective, the roles of both seemed to be a legitimate reference point for the inclusion process. Moreover, the plans for the exchange of ideas and activities have been also indicated in the study.

Źródło:

Rocznik Pedagogiczny; 2020, 43; 183-195
0137-9585

Pojawia się w:

Rocznik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 7.

Tytuł:

Zakorzenienie jako istotny warunek integracji szkolnej
Embeddedness as a substantial condition of integrative education

Autorzy:

Tersa, Karolina

Powiązania:

https://bibliotekanauki.pl/articles/1368622.pdf

Data publikacji:

2018-09-09

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

embededness
inclusive education
integrative education

Opis:

Embededness in local society is one of many factors, that can improve or even allow building inclusive environments at schools. Presented article is a theoretical search for roots of embedednes as a scientific term. It also reviews factors of its growth and distrophy. In conclusion, it shows impact of embededness in local society on level of social inclusion.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2017, 16; 63-78
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 8.

Tytuł:

O edukacji włączającej – z uwzględnieniem problemu bezpieczeństwa uczniów w kontekście formalnoprawnym
Inclusive education and the problem of safety in Polish school in formal and legal aspects

Autorzy:

Jadach, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/2194758.pdf

Data publikacji:

2021-12-26

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

inclusive education
education system
safety

Opis:

The key issue of this article is inclusive education in connection with the formal and legal aspects of students’ safety when they are staying in educational institutions. In the first part, author describes the basic assumptions of the social model of education and it’s international conditions, also referring to solutions that have been recently implemented in the Polish education system. The second part indicates the problems that may be met by educational institutions and teachers trying to achieve a state of full inclusion. They relate to the school’s caring function in terms of security guarantees. The diversity of student population, especially wide range of educational needs may make it impossible for teachers to develop specific approach to individual pupil. It’s caused by formal items, largely determined by the financial situation of particular local government units.

Źródło:

Kultura-Społeczeństwo-Edukacja; 2021, 20, 2; 123-139
2300-0422

Pojawia się w:

Kultura-Społeczeństwo-Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 9.

Tytuł:

Grasping the Concept of Inclusive School in Slovakia and England - Q Study

Autorzy:

Vančíková, Katarína
Porubský, Štefan
Šukolová, Denisa
Sabo, Robert
Vaníková, Terézia

Powiązania:

https://bibliotekanauki.pl/articles/1964335.pdf

Data publikacji:

2021-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

inclusive school
inclusive education
Q-methodology

Opis:

The aim of the study was to identify how education actors of two historically and culturally different countries - Slovakia and England - thought about the concept ’inclusive school’. The Q-methodology was used for this purpose, yielding 7 descriptions of inclusive school. The results indicated two facts: 1) there is a jointly shared semantic field that can be interpreted as a consequence of globalization trends in education, and 2) perceptions of inclusive education are influenced by the history of educational systems in the countries studied. Research findings confirm that despite a certain convergence trend, a local discourse still remains the crucial determining factor of the conceptual grasp of this issue.

Źródło:

The New Educational Review; 2021, 66; 159-169
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 10.

Tytuł:

Beliefs on Inclusive Education Among Teachers and Students of Pedagogical Faculties in South-Eastern Poland

Autorzy:

Zaborniak-Sobczak, Małgorzata

Powiązania:

https://bibliotekanauki.pl/articles/2159460.pdf

Data publikacji:

2022-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

inclusive education
Profile of Inclusive Teachers

Opis:

The values teachers recognise are an important factor in their actions towards a diverse group of learners. Teacher education must systematically develop a conceptual and contextual understanding of inclusive education, and the assessment of teachers’ competencies in this area supports the building of knowledge regarding the direction of their professional development. The results of the research aimed at identifying the beliefs of teachers and students of pedagogical faculties on the values and competencies of teachers that are important in the context of inclusive education. The four core values and areas of competence of an inclusive education teacher are: differences between learners are considered a resource and an asset to education, supporting all learners, working with others, and personal and professional development of teachers. The research results show that in basic teacher education and professional development, attention should be paid to the development of competencies in the concepts of inclusive education and promoting the academic, practical, social and emotional learning of all learners.

Źródło:

The New Educational Review; 2022, 70; 133-144
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

Tytuł:

Uczeń z doświadczeniem migracji w edukacji. Diagnoza potrzeb i obszary wsparcia w ramach edukacji włączającej – uczeń cudzoziemski
Student With Migration Experience in Education. Diagnosis of Needs and Areas of Support Within Inclusive Education: A Foreign Student

Autorzy:

Chrzanowska, Iwona
Jachimczak, Beata

Powiązania:

https://bibliotekanauki.pl/articles/1371381.pdf

Data publikacji:

2019-01-07

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

migration experience
inclusive education
support

Opis:

The text is dedicated to the subject of support in education involving one of the groups of students with special educational needs - foreign students. Compared to other groups of pupils from the SPE, it is a small population of students in Poland. It represents less than 0.4% of students with special educational needs. The problems of foreign pupils, both in relation to education and social integration in the country they came to, are specific even within the group of pupils from the SPE. However, as the research results on the issue indicate, among others due to the small population of foreign pupils in Poland, teachers regard the problem of social inclusion of immigrant pupils as hypothetical, unrealistic. According to the concept of inclusive education, it is assumed that support in development is to be dedicated to all students regardless of whether they constitute a group: easily identifiable as part of the current categorical approach to the diagnosis of needs, numerous or less numerous, with permanent and serious development disorder or less serious problems, requiring only temporary support and small adjustments. In each case, however, it is necessary to diagnose the needs not only of students and their families, but also teachers and educational staff to introduce systemic changes, so that the support is no longer stigmatizing for the student, and was associated with selfacceptance, self-awareness and the desire to maximize predisposition and developmental potential of a person.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 21; 87-102
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 12.

Tytuł:

Powodzenie w kształceniu integracyjnym a wybrane zmienne psychospołeczne – weryfikacja modelu teoretycznego
Efectiveness of inclusive education and selected psychosocial factors – verification of a theoretical model

Autorzy:

Wiącek, Grzegorz
Sękowski, Andrzej E.

Powiązania:

https://bibliotekanauki.pl/articles/2128952.pdf

Data publikacji:

2019-03-27

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

inclusive education
effectiveness
psychosocial correlates

Opis:

Kształcenie integracyjne wciąż stanowi zbyt mało zgłębioną dziedzinę edukacji. Wśród wielu jego charakterystyk, powodzenie tej formy kształcenia jest ważną cechą, której zbadanie pozwala na ulepszanie organizacji i prowadzenia kształcenia integracyjnego. W artykule zaprezentowana została weryfikacja teoretycznego modelu korelatów powodzenia w kształceniu integracyjnym. W modelu teoretycznym znalazło zastosowanie systemowe podejście w badaniu powodzenia oraz trzy wyodrębnione obszary jego potencjalnych korelatów – środowisko klasy szkolnej, środowisko rodzinne oraz osoba ucznia. W badaniach służących weryfikacji modelu, którymi objęto 13 klas integracyjnych, wzięli udział uczniowie pełnosprawni i niepełnosprawni, nauczyciele oraz rodzice. Wyniki wykazują zasadność systemowego podejścia do pomiaru powodzenia w kształceniu integracyjnym oraz jego uwarunkowań – uzyskano empiryczny model, który uwzględnia wszystkie elementy powodzenia i obszary uwarunkowań, choć nie wszystkie zakładane zmienne okazały się istotnie związane z powodzeniem kształcenia integracyjnego.
There is still too little research done in the field of inclusive education. Effectiveness is one of important characteristics of this kind of education, research on which can lead to its’ organisational and practical improvement. In this article a verification of the theoretical model of correlates of effectiveness in inclusive education is presented. The model is based on a system approach to inclusive education’s effectiveness, and there are three areas of potential correlates included in the model – the class environment, the family environment, and the pupil’s person. Our study undertaken to verify the model covered 13 inclusive classes. Pupils, teachers and parents were all included in this research. The results provide supporting empirical evidence for the system approach in measuring effectiveness of inclusive education, as well as its correlates. The obtained empirical model was found to comprise all aspects of the effectiveness concept and all areas of its factors assumed in the theoretical model. However, not all of the assumed psychosocial variables turned out to be significant correlates of the effectiveness.

Źródło:

Roczniki Psychologiczne; 2007, 10, 2; 89-111
1507-7888

Pojawia się w:

Roczniki Psychologiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 13.

Tytuł:

Unity in diversity in terms of inclusive education and cooperative learning

Autorzy:

Jarosław, Bąbka,
Regina, Korzeniowska,

Powiązania:

https://bibliotekanauki.pl/articles/955115.pdf

Data publikacji:

2020-06-02

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

inclusive education
disability
cooperative learning

Opis:

Inclusive education is an expression of the educational system transformation and the transfer from focusing on adapting a pupil with special needs to school onto adapting teaching conditions to the pupul’s special needs. In this context, inclusive education is shown as a specific kind of intervening into the process of an individual’s socialisation having a double character of changes: in people, and in culture, which supports people’s development and building the inclusive society, in which people can experience unity in diversity. Cooperative learning is an educational strategy, which makes it possible to create a pro-inclusive social context and to develop pupills’ cognitive and social competencies necessary to function in a heterogenic community. The deliberations can be completed with the analysis of the selected factors conditioning cooperative learning in relation to pupils with disabilities and their non-disabled schoolmates. They are: (1) experience related to cooperation; (2) personal characteristics of pupils and (3) pupils’ preferences related to exercising task roles.

Źródło:

Człowiek - Niepełnosprawność - Społeczeństwo; 2020, 48(2); 47-58
1734-5537

Pojawia się w:

Człowiek - Niepełnosprawność - Społeczeństwo

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 14.

Tytuł:

Slovak Teachers’ Attitudes Towards Inclusive Education

Autorzy:

Cabanová, Mariana
Kasáčová, Bronislava
Trnka, Marián

Powiązania:

https://bibliotekanauki.pl/articles/2034193.pdf

Data publikacji:

2022-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

teacher
attitudes towards inclusive education

Opis:

Inclusive education is a controlled process that creates an environment for education and training, respect for diversity, abilities, and various educational needs of a child or pupil. It is topical in most countries’ professional and legislative discourse. It turns out that teachers’ attitudes are one of the main pillars of inclusive education policy implementation. The present research aimed to pursue connections and relationships between the teachers’ pro-inclusive attitudes, length of experience, and content of their learning activities. The research sample consisted of 926 kindergarten and elementary school teachers; the TAIS was used (Saloviita, 2015) as the research tool. Results showed that kindergarten teachers had more positive attitudes towards inclusive education than elementary school teachers. There are themes in education through which elementary school teachers can be developed pro-inclusive attitudes.

Źródło:

The New Educational Review; 2022, 67; 207-217
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 15.

Tytuł:

Refleksja nauczyciela podstawą działań włączających w edukacji

Autorzy:

Skrzetuska, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/1789414.pdf

Data publikacji:

2019-11-03

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

teacher’s reflection
inclusive education

Opis:

The article presents the role of teachers’ professional reflection in inclusive education. A teacher in a classroom with pupils with diverse educational needs (including persons with disabilities, behavioural disorders or coming from different cultures) faces many non-standard educational situations. He/She must modify his/her educational activities based on observation of phenomena, deepening his/her knowledge and reflection on his/her observations. In these activities he/she should get the help of specialists, school administration and social environment. The author draws a model of changing the personal professional knowledge of teachers of self-reflection.

Źródło:

Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 106-118
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 16.

Tytuł:

Edukacja włączająca – korzyści dla uczniów z niepełnosprawnością i bez niepełnosprawności

Autorzy:

Gniazdowska, Karolina

Powiązania:

https://bibliotekanauki.pl/articles/1789424.pdf

Data publikacji:

2020-02-15

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

inclusive education
benefits
students
disability

Opis:

Parents, teachers and students often wonder whether inclusive education brings benefits and enriches students with and without disabilities, or if it adversely affects one of the groups. Inclusive education has many benefits such as improving the quality of education for all students, overcoming social exclusion and combating discrimination. Inclusive education enables development for all students. There are benefits for students with disabilities such as the possibility of personal, intellectual and, above all, social development. Importantly, a student with a disability has a chance to develop in a natural environment. Students without disabilities can also experience the benefits of inclusive education. They have a chance to get used to difference, learn tolerance and sensitivity to the needs of others. Inclusive education can therefore significantly affect the students’ value system and bring positive changes in the attitudes of students with and without disabilities.

Źródło:

Kwartalnik Pedagogiczny; 2019, 64(4 (254)); 120-134
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 17.

Tytuł:

Социально-педагогические эффекты дистанционной формы обучения на процесс приобщающего образования детей в неравноценном положении
Socio-pedagogical effects of the distance form of education on the process of inclusive education of disadvantaged children

Autorzy:

Racheva, Daniela

Powiązania:

https://bibliotekanauki.pl/articles/2096214.pdf

Data publikacji:

2021-12-14

Wydawca:

Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach

Tematy:

poverty
disadvantage
inequalities
inclusive education

Opis:

The article discusses some of the main effects of distance learning during the Covid-19 pandemic on the inclusion of disadvantaged children.

Źródło:

Student Niepełnosprawny. Szkice i rozprawy; 2021, 21, 14; 81-88
1689-6416

Pojawia się w:

Student Niepełnosprawny. Szkice i rozprawy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 18.

Tytuł:

Kształcenie nauczycieli dla edukacji włączającej
Teachers Education for Inclusive Education

Autorzy:

Jachimczak, Beata

Powiązania:

https://bibliotekanauki.pl/articles/921101.pdf

Data publikacji:

2018-04-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

inclusive education
teachers education for inclusion

Opis:

Inclusive education as idea of education appeared in the 1990s. The main aim of inclusive education is full participation, opposition to exclusion of anyone from the possibility of education together with their peers, in their place of residence. It draws attention to the necessity to change the educational policy. In the inclusive education most important are needs (special needs) and oportunities of students, and support. One of the important conditions for the implementation of the idea is proper preparation of teachers for inclusive education. Analyzes of international experience indicate that there are similar problems in most countries. It is worth to recognize them, to take systemic action as soon as possible leading to the change of unfavorable indicators in Poland.

Źródło:

Studia Edukacyjne; 2018, 48; 33-43
1233-6688

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

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

Autorzy:

Victor, Syniov,
Oleksiy, Havrylov,

Powiązania:

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

Data publikacji:

2018-07-26

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

special education
children
inclusive education
socialization
Ukraine

Opis:

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

Źródło:

International Journal of Pedagogy, Innovation and New Technologies; 2018, 5(1); 91-97
2392-0092

Pojawia się w:

International Journal of Pedagogy, Innovation and New Technologies

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 20.

Tytuł:

Education for Peace in Diversified Groups: Opportunities and Threats

Autorzy:

JACHIMCZAK, BEATA

Powiązania:

https://bibliotekanauki.pl/articles/941264.pdf

Data publikacji:

2019-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

diverse groups
inclusive education
education for peace

Opis:

The text addresses the problem of social changes related to the interpenetration of people with different cultures, religions, skills or nationalities in a common space, which also means that education is becoming more and more diverse in educational institutions. The transition from homogeneous groups to diverse groups in education has been and continues to be difficult due to many social, organizational and financial barriers. The analysis presented here relate to education for peace as a significant focus on a school (group) open to any individual difference as a resource for understanding oneself and the Other.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 27; 13-27
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 21.

Tytuł:

Reality and strategies for development of inclusive education in the institutions of secondary education in Chernivtsi region of Ukraine

Autorzy:

Larysa, Platash,

Powiązania:

https://bibliotekanauki.pl/articles/901894.pdf

Data publikacji:

2020-03-26

Wydawca:

Gdańska Wyższa Szkoła Humanistyczna

Tematy:

inclusive education
school
institution of secondary education
preschool educational institution
inclusive teaching
inclusive learning environment
inclusive education in Chernivtsi region

Opis:

The article is devoted to the analysis of such urgent problem as the in-clusive education in the institutions of secondary education in Cherniv-tsi region. The importance of inclusion for Ukraine and of the participa-tion of the state in solving organizational issues of inclusive education is determined. Statistical data for the period of 2011–2019 provided by in-clusive educational institutions for pupils and children of preschool age is analyzed. The importance of establishing “fundamental” secondary schools is substantiated, the dynamics of this process in Ukraine is pre-sented. The organizational principles of inclusive resource centers’ func-tioning as important institutions, which ensure the right for education to children aged 2 to 18 years are analyzed. The dynamics of involvement of teacher’s assistants, psychologists, speech therapists, social workers, oligophrenopedagogist, defectologist is presented. In the course of sur-vey conducted within the framework of Chernivtsi City educational seminar “Special child in regular school. Inclusive education” was de-termined that the attitude practitioners working in educational institu-tions is ambiguous and depends on their level of psycholo-gical and pro-fessional readiness. The main strategies of the effectiveness of inclusive education in Ukraine are determined.

Źródło:

Studia Gdańskie. Wizje i rzeczywistość; 2018, XV; 355-371
1731-8440

Pojawia się w:

Studia Gdańskie. Wizje i rzeczywistość

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 22.

Tytuł:

The Study of Teachers’ Attitudes towards Inclusive Education Practice: The Case of Russia

Autorzy:

Chepel, Tatyana
Aubakirova, Saule
Kulevtsova, Tatyana

Powiązania:

https://bibliotekanauki.pl/articles/2004924.pdf

Data publikacji:

2016-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

teachers
attitudes
inclusive education
administrators
Russia

Opis:

The aim of the present study was to investigate the attitudes of teachers and school administration towards inclusion. A distinctive feature of this study is the gradual increase in the number of its members as a result of the annual increase in the number of inclusive schools that was also reflected in the qualitative composition of the sample. The study was conducted with the use of a questionnaire distributed among teachers and school administration. The article presents the results of a 3-year study, which made it possible to track changes in their attitudes towards inclusive education. Results show that in general all the participants have a positive attitude towards inclusion. However, there is a difference between the groups of teachers and administrators, as well as the groups of teachers in rural and urban schools.

Źródło:

The New Educational Review; 2016, 45; 235-246
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

O fenomenie dostosowania na gruncie praktyki edukacji inkluzyjnej
On the Phenomenon of Adaptation on the Grounds of the Practice of Inclusive Education

Autorzy:

Gajdzica, Zenon

Powiązania:

https://bibliotekanauki.pl/articles/951790.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

adaptation
expectations
disabled learner
inclusive education

Opis:

Adaptation is a notion frequently used in legal acts which normalize the educational situation of learners with disabilities. This has made adaptive activity an immanent part of school practice. The thesis is put forward that adaptation is an ambiguous category and therefore is used in various ways or is frequently overused. In many circumstances, this notion has become a skeleton key which opens the space for free lowering of educational requirements and schematic simplification of educational situations, which frequently hinders learners’ development. The study is aimed at explaining the phenomenon of adaptation and at considering its possible variants with special regard for the context of inclusive education of disabled learners.

Źródło:

Kultura-Społeczeństwo-Edukacja; 2016, 9, 1; 199-211
2300-0422

Pojawia się w:

Kultura-Społeczeństwo-Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

Tytuł:

ZROZUMIEĆ WŁĄCZANIE W EDUKACJI – MIĘDZY ZMIANĄ A KONTYNUACJĄ
UNDERSTANDING THE INCLUSION IN EDUCATION – BETWEEN CHANGE AND CONTINUATION

Autorzy:

SKAŁBANIA, BARBARA

Powiązania:

https://bibliotekanauki.pl/articles/460556.pdf

Data publikacji:

2018

Wydawca:

Państwowa Wyższa Szkoła Zawodowa w Chełmie

Tematy:

inclusive education
innovation
tradition
student
school

Opis:

Inclusive education in Polish schools has become a fact and it is necessary to reflect on its effective implementation and the forecast of further development. This article is another voice in the lively discussion of the non-segregating model of student education, and its aim is to show inclusive education in a dichotomous approach as change and continuation. The idea of inclusive education as a kind of innovative solutions is based on many concepts in the field of pedagogy and psychology, and their recognition makes it easier to understand and accept the direction of changes towards the school for all students.

Źródło:

Scientific Bulletin of Chełm - Section of Pedagogy; 2018, 1; 113-124
2084-6770

Pojawia się w:

Scientific Bulletin of Chełm - Section of Pedagogy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 25.

Tytuł:

Gotowość do akceptacji rówieśników z niepełnosprawnością intelektualną we wspólnej przestrzeni edukacyjnej

Autorzy:

Chodkowska, Maria
Kazanowski, Zdzisław

Powiązania:

https://bibliotekanauki.pl/articles/1789418.pdf

Data publikacji:

2019-11-03

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

Integration readiness
inclusive education
intellectual disability

Opis:

The article presents the results of the analysis of the readiness of peers without disabilities to accept peers with intellectual disabilities in a common learning space. A total of 401 students, attending post-secondary schools, participated in the study. The Integration Readiness Scale was used to collect the research results. It was found that the level of readiness of youths from post-primary schools to function in a shared learning space with peers with reduced intellectual performance can be considered as satisfactory. At the same time, there was a significant variation in the results obtained which depended on the demographic characteristics selected, previous contacts with a person with disabilities at school, and the type of interaction distance to which the consent applied. Unfortunately, as the potential distance decreased so did the readiness to integrate learning with peers experiencing a reduced intellectual performance. In addition, a clearly greater readiness for both direct and indirect interactions (at further distances) was characteristic of girls when compared to boys. Furthermore, it has also turned out that students who had direct contact with peers with intellectual disabilities in their school education are characterised by a lower readiness to integrate, when compared to youths who did not have such contacts. The research results justify the need to better prepare students without disabilities to work together with such peers in the school environment.

Źródło:

Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 56-74
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 26.

Tytuł:

Edukacja osób z niepełnosprawnością w systemie niesegregacyjnym – wykluczające czy dopełniające się formy kształcenia
Education of the Disabled in the Non-segregation system – Exclusive or Complementary Forms of education

Autorzy:

Bąbka, Jarosław

Powiązania:

https://bibliotekanauki.pl/articles/920391.pdf

Data publikacji:

2015-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

educational discourses
integrative education
inclusive education
disability

Opis:

The paper analyses changes in the educational approach towards the disabled illustrated with an example of integrative and inclusive education as well as shows differences and similarities between them. The analysis is completed with a picture of versions of non-segregation education resulting from various educational discourses. Due to a social aspect of the activities comprised by integrative and exclusive teaching the analysed forms of education were treated as a kind of intervention into the process of socialization. The aim of such an intervention is to develop activity competence with pupils and to prepare young generation for accepting people’s differences, mutual coexistence, dialogue and cooperation. The author tries to stress, that the analysed forms of the non-segregation education should in practice be treated as complementary and not as exclusive. Implementation of the concepts of inclusive education, as a direction of the postulated changes in education, which is a result of the Convention on the Rights of People with Disabilities, requires changes in all directions. They refer to, among other things: legal regulations ensuring implementation of standards related to organization and offering classes promoting development of pupils with disabilities, changes in the training system of teachers and preparing them for work with pupils with individual educational and developmental needs.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2015, 11; 9-34
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 27.

Tytuł:

Social inclusion and inclusive education

Autorzy:

Robo, Marsela

Powiązania:

https://bibliotekanauki.pl/articles/1036404.pdf

Data publikacji:

2014

Wydawca:

Academicus. International Scientific Journal publishing house

Tematy:

social inclusion
inclusive education
vocational education
albania

Opis:

The key question addressed in this article is social inclusion, as an opposite concept of social exclusion. The author provides a historical of social inclusion/exclusion terminology. Further, some of the principles of social inclusion are presented. A brief review of the literature provides key views and theories of social inclusion. In particular, the author brings to attention that the included/excluded dualism apparent in the writings of social inclusion and exclusion cannot be taken at face value. In line with global debate on social inclusion and exclusion, the author brings the way this debate has now pervaded both the official and development policy discourse in Albania.Social inclusion is considered as one of the priorities of the current government, with poverty reduction as its main focus, which will be ensured not only through economic development. In the end, the article focuses on the role of education as a very important and useful tool for ensuring social inclusion.Social inclusion through education, in particular through vocational education, considered by the author as the only way towards sustainable development of Albanian society.

Źródło:

Academicus International Scientific Journal; 2014, 10; 181-191
2079-3715
2309-1088

Pojawia się w:

Academicus International Scientific Journal

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

Tytuł:

Modeling the development process of inclusive education in Ukraine
Modelowanie procesu rozwoju edukacji włączającej na Ukrainie

Autorzy:

Kovtoniuk, Mariana M.
Kosovets, Olena P.
Soia, Olena M.
Pinaieva, Olga Yu.

Powiązania:

https://bibliotekanauki.pl/articles/2174740.pdf

Data publikacji:

2022

Wydawca:

Politechnika Lubelska. Wydawnictwo Politechniki Lubelskiej

Tematy:

inclusive education
inclusive environment
edukacja włączająca
środowisko włączające

Opis:

The article presents the results of research on the implementation of the principles of inclusive education in Ukraine, substantiates its relevance in the development of a democratic society and European integration policy. The principles of the state policy in the field of inclusive education, its normative-legal support and international practice of providing educational services to citizens with special needs are described. Advanced experience of inclusion introduction in the educational process of preschool, general secondary, vocational and higher education institutions is analyzed. Official statistics on the total number of people with disabilities in Ukraine; availability of special secondary education institutions (boarding schools) and their contingent; the number of children with disabilities in preschool education institutions, students with disabilities in full-time secondary education institutions, persons with disabilities in vocational education institutions, persons with disabilities among students of higher education institutions etc., have been handled. The importance and expediency of the scientific development of the principles of inclusive education, its practical implementation and study of socio-economic effect are substantiated. Graphic visualization of the correlation between the employed persons with disabilities and persons without disabilities, number of children, pupils, students with special educational needs in education establishments of Ukraine is presented.
W artykule przedstawiono wyniki badań nad procesem wdrażania zasad edukacji włączającej na Ukrainie, uzasadniono ich znaczenie w warunkach rozwoju społeczeństwa demokratycznego i europejskiej polityki integracyjnej państwa. Opisano zasady krajowej polityki państwa w zakresie edukacji włączającej, jej wsparcie regulacyjne i prawne oraz międzynarodową praktykę świadczenia usług edukacyjnych obywatelom ze specjalnymi potrzebami. Przeanalizowano najlepsze doświadczenia z wdrażania integracji w procesie edukacyjnym placówek przedszkolnych, ogólnokształcących, zawodowych i wyższych. Opracowano oficjalne dane statystyczne dla Ukrainy dotyczące całkowitej liczby osób niepełnosprawnych; dostępność specjalnych szkół średnich (internatów) i ich zespołów; liczby dzieci niepełnosprawnych w placówkach wychowania przedszkolnego, uczniów niepełnosprawnych w dziennych placówkach ogólnokształcących, osób niepełnosprawnych w placówkach kształcenia zawodowego (zawodowego i technicznego), osób niepełnosprawnych wśród studentów szkół wyższych itp. Uzasadniono wagę i celowość naukowego opracowania zasad edukacji włączającej, jej praktyczne zastosowanie oraz badanie efektu społeczno-ekonomicznego. Zaprezentowano graficzną wizualizację stosunku zatrudnionych osób z niepełnosprawnościami do osób sprawnych, liczby dzieci, uczniów i studentów ze specjalnymi potrzebami edukacyjnymi w instytucjach edukacyjnych Ukrainy.

Źródło:

Informatyka, Automatyka, Pomiary w Gospodarce i Ochronie Środowiska; 2022, 12, 4; 67--73
2083-0157
2391-6761

Pojawia się w:

Informatyka, Automatyka, Pomiary w Gospodarce i Ochronie Środowiska

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 29.

Tytuł:

Defectology and inclusion

Autorzy:

Vik, Stine
Somby, Hege Merete

Powiązania:

https://bibliotekanauki.pl/articles/1387872.pdf

Data publikacji:

2018-09-30

Wydawca:

Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego

Tematy:

defectology
inclusive education
positive differential approach

Opis:

In this article we claimed that the conception and rhetoric Vygotsky questioned in his works on Defectology still are relevant today in the age of inclusive education. The educational system in several western countries is built upon the strategy of reducing the gap between what the “normal” child can do and the expectations of the disabled child’s competence and skills. The educational system is constructed to handle the “normal” child, and will make adjustments for the disabled child in relations to what the “normal” child is capable of. This is in conflict with the ideology of inclusive education. In our opinion, the educational strategy as a “negative education” is a paradox to the overarching aim of inclusive education. As long as we measure what the child is not able to do, we will not be working towards an inclusive education. In this article we make use of Vygotsky’s perspectives on defectology and “positive differential approach” to discuss these issues.

Źródło:

Problemy Wczesnej Edukacji; 2018, 42, 3; 94-102
1734-1582
2451-2230

Pojawia się w:

Problemy Wczesnej Edukacji

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

Postawy (przekonania) nauczycieli edukacji wczesnoszkolnej wobec edukacji inkluzyjnej – struktura badanego zjawiska
Attitudes (beliefs) of early school education teachers towards inclusive education – structure of the researched phenomenon

Autorzy:

Skibska, Joanna

Powiązania:

https://bibliotekanauki.pl/articles/1954185.pdf

Data publikacji:

2021-11-29

Wydawca:

Uniwersytet Gdański. Instytut Pedagogiki

Tematy:

edukacja włączająca
postawy nauczycieli
inkluzja
struktura edukacji inkluzyjnej
inclusive education
teachers’ attitudes
inclusion
structure of inclusive education

Opis:

Artykuł został poświęcony postawom (przekonaniom) nauczycieli edukacji wczesnoszkolnej wobec edukacji inkluzyjnej. Prezentuje wyniki badań dotyczące struktury edukacji inkluzyjnej, która wyłania się z przekonań badanych nauczycieli edukacji wczesnoszkolnej. W wyniku statystycznej analizy ładunków czynnikowych wskazano cztery obszary przekonań wyrażanych przez badanych nauczycieli: przekonanie o sensowności edukacji inkluzyjnej, przekonanie o braku barier do wdrażania edukacji inkluzyjnej, postawę izolacyjną wobec dzieci ze SPE oraz postawę prowłączającą przejawianą wobec dzieci ze SPE. Analiza wyników badań wskazuje na pewne zależności zachodzące pomiędzy postawami (przekonaniami) badanych nauczycieli wobec edukacji inkluzyjnej i uczniów ze specjalnymi potrzebami edukacyjnymi a wiekiem, latami pracy z uczniem ze SPE oraz udziałem w kursach doskonalących badanych nauczycieli. Zaprezentowane badania wskazują kierunek dalszych empirycznych poszukiwań ukierunkowanych na rozpoznanie przyczyny, dlaczego nauczyciele uczestniczący w doskonaleniu zawodowym w zakresie pracy z uczniem ze SPE z jednej strony wyrażają przekonanie o sensowności edukacji inkluzyjnej, a z drugiej charakteryzują się postawą izolacyjną wobec uczniów ze specjalnymi potrzebami edukacyjnymi.
The article is devoted to attitudes (beliefs) of early school education teachers towards inclusive education. It presents the results of research on the structure of inclusive education that emerges from the beliefs of the early childhood education teachers surveyed. As a result of the statistical analysis of the factor loadings, four areas of beliefs expressed by the surveyed teachers were indicated: the belief that inclusive education makes sense, the belief that there are no barriers to the implementation of inclusive education, the isolationist attitude towards children with SEN, and the pro-inclusive attitude manifested towards children with SEN. The analysis of the results of the study indicates some correlations between the attitudes (beliefs) of the surveyed teachers towards inclusive education and students with special educational needs and the teachers’ age, years of working with SEN students, and their participation in in-service training. The presented research points to the direction of further empirical investigations aimed at identifying the reason why teachers participating in in-service training in working with SEN pupils, on the one hand, express the belief that inclusive education makes sense, and, on the other hand, are characterized by the isolationist attitude towards students with special educational needs.

Źródło:

Niepełnosprawność; 2021, 41; 132-147
2080-9476
2544-0519

Pojawia się w:

Niepełnosprawność

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

Transforming to Teach in an Inclusive Paradigm

Autorzy:

Garnier, Philippe

Powiązania:

https://bibliotekanauki.pl/articles/2057075.pdf

Data publikacji:

2022-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

inclusive education
paradigm
perspectives of meaning
teaching

Opis:

Since the Declaration of Salamanca and the Convention on the Rights of Persons with Disabilities, we have moved to an inclusive paradigm with regard to school. Mainstream schooling has become the rule. Thus, teachers in regular classes must work with all students, including those with special educational needs. It is not easy; many teachers face dilemmas in accommodating all types of students in the same classroom. This conceptual paper proposes a framework based on Mezirow’s transformative learning for understanding the transformations in teacher pedagogy needed to work in an inclusive school. It can be used as a basis for developing training mechanisms to support teachers in their transformation to work in an inclusive school.

Źródło:

The New Educational Review; 2022, 68; 129-138
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

Tytuł:

Attitudes of Teachers from Mainstream Schools to Education Including Children with Disabilities

Autorzy:

Sakowicz-Boboryko, Agnieszka

Powiązania:

https://bibliotekanauki.pl/articles/1967952.pdf

Data publikacji:

2019-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

inclusive education
attitude
teachers
students with disabilities

Opis:

The article presents a study whose aim was to learn the attitudes of teachers of upper elementary grades from mainstream schools to education including students with disabilities. It was also an attempt to learn their opinions on the chances and limitations of implementing inclusive assumptions in educational practice as well as their needs and expected support in the performance of professional tasks related to teaching students with disabilities. The study involved 145 teachers of grades 4-8 of elementary schools. The following research tools were used: The Scale of Teachers’ Attitudes to Inclusive Education, developed on the basis of the Survey of Attitudes Toward the Inclusion of Students with Special Needs by M.A. Winzer (Polish adaptation by W. Pilecka & J. Kossewska), and a survey questionnaire for teachers. The obtained results show that many teachers approach skeptically the new solutions in education for students with disabilities. Their ambiguous or negative attitude to inclusive education corresponds to the sense of lack of proper preparation to teaching students with disabilities and a critical assessment of the state of readiness of mainstream schools (both in formal and social/mental terms) to the implementation of educational inclusion assumptions.

Źródło:

Kultura i Edukacja; 2019, 4(126); 109-124
1230-266X

Pojawia się w:

Kultura i Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 33.

Tytuł:

Inclusive Education as a Contemporary Vision of Child and Youth Education (Why Yes, or “Possibly,” Why Not?)
Edukacja włączająca jako współczesna wizja edukacji dzieci i młodzieży (dlaczego tak lub „ewentualnie” dlaczego nie?)

Autorzy:

Zaorska, Marzenna
Zaorski, Adam

Powiązania:

https://bibliotekanauki.pl/articles/1199641.pdf

Data publikacji:

2019-12-10

Wydawca:

Libron

Tematy:

inclusive education
quality education
system of education
inclusive education system
edukacja włączająca
edukacja wysokiej jakości
system oświaty
system edukacji włączającej

Opis:

The text presents inclusive education in the aspect of selected legal and definitional provisions, proposed assumptions and assumed effects. Particular attention is focused on arguments “for,” i.e., supporting the realization and practical implementation of the inclusive education concept to the Polish education system, but there are also counterarguments demonstrating that there are barriers to implementing the analyzed activities. Additionally, the text provides information regarding the possible recipients of inclusive education and selected statistical data concerning some groups of entities included in inclusive education. The general conclusion, however, refers to the perception of inclusive education as corresponding to the requirements of contemporary civilization, the current level of social development and international and domestic legal provisions regarding the rights of people regardless of their level of functioning or the barriers resulting from their biopsychical conditions.
W tekście została przedstawiona edukacja włączająca w aspekcie wybranych unormowań prawnych, definicyjnych, postulowanych założeń i zakładanych efektów. Podano argumenty przemawiające za wdrażaniem edukacji włączającej oraz czynniki mogące stanowić barierę w działaniach na rzecz praktycznej realizacji idei edukacji włączającej w naszym kraju. Szczególna uwaga jest skoncentrowana na argumentach przemawiających pozytywnie, „za” realizacją i praktycznym wdrażaniem koncepcji edukacji włączającej do polskiego sys¬temu oświaty, ale też obejmuje kontrargumenty świadczące o istniejących barierach wobec analizowanych działań. Podano ponadto możliwych adresatów edukacji włączającej i wybrane dane statystyczne wobec niektórych grup podmiotów objętych edukacją włączającą. Generalna konkluzja natomiast odnosi się do percepcji edukacji włączającej jako korespondującej z wymogami współczesnej cywilizacji, aktualnego poziomu rozwoju społecznego i unormowaniami międzynarodowymi oraz kra¬jowymi na temat praw przysługujących ludziom bez względu na prezentowany poziom funkcjonowania czy doświadczane bariery wynikające z uwarunkowań biopsychicznych.

Źródło:

Konteksty Pedagogiczne; 2019, 2, 13; 11-27
2300-6471

Pojawia się w:

Konteksty Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 34.

Tytuł:

Special Education in the Context of Educational Shifts towards Inclusion

Autorzy:

Papuda-Dolińska, Beata

Powiązania:

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

Data publikacji:

2018-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

special education
inclusive education
special educational needs
disability

Opis:

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

Źródło:

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

Pojawia się w:

Kultura i Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 35.

Tytuł:

Inclusive education - a space for development of all students or a utopian vision?
Edukacja włączająca – przestrzeń dla rozwoju wszystkich uczniów czy utopijna wizja?

Autorzy:

Skotnicka, Beata

Powiązania:

https://bibliotekanauki.pl/articles/544490.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Kazimierza Wielkiego w Bydgoszczy

Tematy:

pedagogy
inclusive education
educational space
diversity
utopia

Opis:

Current education policy seeks to promote an inclusive education model that aims to prevent social exclusion and marginalization by taking advantage of the potential of diversity. Inclusive education is an idea that is part of the direction of systemic changes in contemporary educational policy. Despite the many years of presence in the educational space, this concept is not free from critical remarks regarding the real possibilities of implementing its assumptions in everyday educational practice. The bright vision of the school for everyone creates a difficult model in practical implementation. This article attempts to show the potential of inclusive education on the one hand as a space for change, and on the other as a utopian concept difficult to implement in its present shape, but socially important and necessary in modern special education.

Źródło:

Przegląd Pedagogiczny; 2019, 1; 282-293
1897-6557

Pojawia się w:

Przegląd Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 36.

Tytuł:

Opinie nauczycieli przedszkoli integracyjnych na temat szans powodzenia działań włączających wobec poszczególnych grup uczniów, a staż pracy w zawodzie
Opinions of teachers from integrated preschools, regarding the chances of success for inclusive action regarding particular groups of students, and the professional experience

Autorzy:

Chrzanowska, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/1371247.pdf

Data publikacji:

2018-10-22

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Inclusive education
integrated preschool teachers
educational chances

Opis:

Currently, the idea of inclusive education is perceived as a model of education, far exceeding the idea of inclusion of students with disabilities into mainstream education. It is a vision of a school aimed at considering the needs of all students, i.e. those who exhibit no severe developmental disabilities, with special educational needs, including gifted individuals. Additionally, the scholars of inclusive education agree, that the process is neither easy nor simple. One of the determining factors indicated, is the attitude of teachers towards the very idea. Therefore, a research idea arose, aiming at examining the opinion of teachers regarding the subject of inclusive education, as a potentially dominant form of education. Recognising at least some of its determinants seemed essential. The following article focuses on two of the aforementioned: types of institutions, where the teachers are employed, and the teachers’ professional experience. The research encompasses integrated preschools. It seems that the experience of teachers of such institutions proves particularly significant for recognising the chances and dangers of inclusive education, within the context of Polish integration experience. The two professional groups distinguished, with substantial and minor professional experience, allow to examine the perspective of inclusive action.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 20; 77-100
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 37.

Tytuł:

Przywództwo edukacyjne w kontekście zmian w polskiej edukacji w zakresie edukacji włączającej
Educational leadership in the context of changes in polish education in the field of inclusive education

Autorzy:

Piechowicz-Kruk, Monika

Powiązania:

https://bibliotekanauki.pl/articles/1932418.pdf

Data publikacji:

2021-12-30

Wydawca:

Państwowa Wyższa Szkoła Zawodowa w Chełmie

Tematy:

educational leadership
inclusive education
competences
headmaster
school

Opis:

The work on "Educational leadership in the context of changes in Polish education in the field of inclusive education", inspired by the experiences of a teacher, headmaster and trainer of Polish education staff, prompts reflection on the source of new opportunities and solutions that the author sees in educational leadership. Educational leadership has been given a new context in inclusive education requirements. High potential in a learning school is indicated, as is the purposefulness of actions taken by all parties of the inclusive education process at school.

Źródło:

Scientific Bulletin of Chełm - Section of Pedagogy; 2021, 1; 133-144
2084-6770

Pojawia się w:

Scientific Bulletin of Chełm - Section of Pedagogy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 38.

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

/5

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Skocz do pozycji: 39.

Tytuł:

Inclusive Education in Ukraine: parents of Children with Disabilities Perspective

Autorzy:

Telna, Olha
Klopota, Yevhenii
Klopota, Olha
Okolovych, Olena

Powiązania:

https://bibliotekanauki.pl/articles/1964262.pdf

Data publikacji:

2021-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

inclusive education
students with disabilities
parents
opinions

Opis:

Social and political transformations inevitably cause changes in people’s mindsets and result in conversion of a national educational system. Ukraine, as a post soviet country, is still trying to put away its totalitarian past and adopt the latest human rights policies that have been successfully functioning in the “developed” world for several decades. This study evaluates the quality of inclusive education in Ukraine, specifically focusing on services provided to families of students with disabilities whose views and opinions are often neglected by governmental officials responsible for creating inclusive environments.

Źródło:

The New Educational Review; 2021, 64; 225-235
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 40.

Tytuł:

The issue of quality in the implementation of the inclusive education conception: evaluation approach
Проблема якості в реалізації концепції інклюзивної освіти: евалюаційний підхід

Autorzy:

Zdragat, Svitlana

Powiązania:

https://bibliotekanauki.pl/articles/469923.pdf

Data publikacji:

2016-09-01

Wydawca:

Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie

Tematy:

inclusion
inclusive education
assessment
evaluation
evaluation study

Opis:

The purpose of the research. The purpose of the research is an examination of evaluation and evaluative approach as the technology of innovative rise of education quality in the aspect both management of the school and improvement of teaching and educational process. Methods of the research. Generalization and comparison method was used for defining the content and the role of evaluation in modernization of inclusive educational environment. System analysis method was used to determine the specificity of the evaluative research of the system of inclusion. Comparative analysis method was used for identification of the peculiarities of general education for healthy children and kids with special educational needs. Results. It is important to determine the real social value of the results during the evaluation of inclusive education which means that they have to correspond to social norms, values, expectations from this activity and to the expenses of the subject for its realization. The level of satisfaction can be estimated during the evaluation as the systematical examination of the quality of education. The evaluation is the mechanism which orients the teaching of the disabled students, having in mind the vector of international standards, national system of quality and level of school development and because of its basic characteristics such as pragmatism, dialogueness and intellectuality. Because of such variety of standards the evaluative approach allows to establish democratic values in all areas of activity of the school, to open up innovative creative potential, to form active life position of all participants of teaching and educational process.

Źródło:

Intercultural Communication; 2016, 1, 1; 87-100
2451-0998

Pojawia się w:

Intercultural Communication

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 41.

Tytuł:

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

Autorzy:

Chitiyo, Argnue

Powiązania:

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

Data publikacji:

2021-12-21

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

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

Opis:

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

Źródło:

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

Pojawia się w:

Człowiek - Niepełnosprawność - Społeczeństwo

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 42.

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

/5

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Skocz do pozycji: 43.

Tytuł:

TEACHERS’ BELIEFS CONCERNING INCLUSIVE EDUCATION FOR STUDENTS WITH SPECIAL NEEDS RESEARCH REPORT

Autorzy:

KATARZYNA, ĆWIRYNKAŁO,
Agnieszka, Żyta,

Powiązania:

https://bibliotekanauki.pl/articles/903718.pdf

Data publikacji:

2019-08-28

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

inclusive education
teachers
students with special educational needs

Opis:

Inclusive education is becoming more and more common in Poland. The attitude of people working in a given setting, including teachers, is considered most important among the factors that are vital for successful inclusion (Hughes, 2006). They should accept the idea of school inclusion/integration and believe that a child should be in their setting. In the article, the Authors presented the findings of quantitative research conducted in 2012 among 138 teachers. The research subject were the opinions of special, integrated and mainstream teachers on teaching students with special educational needs and on their experiences in this area. The analysis showed teachers’ increasing openness (as compared to 2003) to inclusive education and statistically significant differences in attitudes toward inclusion for students with different disabilities among teachers working in different types of schools.

Źródło:

Szkoła Specjalna; 2015, LXXVI(4); 245-259
0137-818X

Pojawia się w:

Szkoła Specjalna

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 44.

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

/5

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Skocz do pozycji: 45.

Tytuł:

Kultura szkoły włączającej uczniów niepełnosprawnych

Autorzy:

Zamkowska, Anna

Powiązania:

https://bibliotekanauki.pl/articles/606959.pdf

Data publikacji:

2017

Wydawca:

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

Tematy:

inclusive education, school culture
edukacja włączająca, kultura szkoły

Opis:

The paper points to the existence of a link between school culture and inclusive education. The model of school culture based on the E.Hall’s works and its applications to the study of inclusive school culture were presented. The process of developing inclusive school culture, especially in the context of changes in the accepted beliefs and values and the resulting practical consequences of these transformations were discusses as well. The conclusion points at selected difficulties in this process and ways of overcoming them.
W artykule wskazano na istnienie związku między kulturą szkoły a edukacją włączającą. Przedstawiony został model kultury oparty na pracach Edwarda T. Halla i jego zastosowanie w badaniu włączającej kultury szkoły. Omówiono także proces kształtowania włączającej kultury szkoły, głównie w kontekście zmiany przyjętych przekonań i wartości oraz wynikających z tych przeobrażeń konsekwencji praktycznych. W zakończeniu wskazano wybrane trudności w realizacji tego procesu i sposoby ich przezwyciężania.

Źródło:

Lubelski Rocznik Pedagogiczny; 2017, 36, 2
0137-6136

Pojawia się w:

Lubelski Rocznik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 46.

Tytuł:

Changes in the Educational Practice in Kindergartens in the Czech Republic
Zmiany w praktyce edukacyjnej w przedszkolach w Republice Czeskiej

Autorzy:

Burkovičová, Radmila

Powiązania:

https://bibliotekanauki.pl/articles/916076.pdf

Data publikacji:

2020-01-19

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

change
kindergarten
inclusive education
awareness raising
child
respondent

Opis:

Relatively extensive changes are currently taking place in the system of preschool education in the Czech Republic, which will mainly affect the educational landscape of kindergartens. A personality--oriented model of preschool education requires a considerate, understanding and helping approach to each child. The joint education of all children, where inclusion occurs for certain children who were excluded from children’s communities in the past, is happening within the context of Czech and international legislation. Supporting measures are provided to children where required. However, such measures may ultimately also benefit the teacher

Źródło:

Studia Edukacyjne; 2017, 46; 373-387
1233-6688

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 47.

Tytuł:

The improvement of partnership of family and school – in the light of evaluation research

Autorzy:

BIDZIŃSKI, KAROL

Powiązania:

https://bibliotekanauki.pl/articles/938614.pdf

Data publikacji:

2019-06-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

school and family partnerships
inclusive education
evaluation research

Opis:

Humanistically oriented, qualitative educational studies allow learning about and supporting the processes of social change, including the development of schools directed towards the implementation of the idea of inclusive education. Evaluation research seems to be particularly useful for achieving this goal. The results presented in the article are a part of the extensive material collected in field research, which was conducted in the years 2015-2018 in eight schools of Świętokrzyskie Voivodeship. The aim of the study was to describe school community activity and the subjective and intersubjective structure of the meaning of entities creating space for the implementation of students’ educational needs. The article presents the beliefs of parents and teachers on the educational partnership of schools and family, as well as barriers in its development, reconstructed on the basis of data originated from group discussions conducted in one of the schools that participated in the research.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 25; 197-227
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 48.

Tytuł:

Diversity in education and the phenomenon of subtle marginalisation and infrahumanisation

Autorzy:

SKOTNICKA, BEATA

Powiązania:

https://bibliotekanauki.pl/articles/941166.pdf

Data publikacji:

2019-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

student with disability
diversity
inclusive education
marginalisation
infrahumanisation

Opis:

The article focuses on the issue of diversity in education. The aim of the study is to present the results of research on the perception of shared education of students with and without disabilities and to choose the most favourable form of education for students with disabilities. Awareness and legitimacy of these actions is widespread, but sometimes it is limited to declarations. The article posits the thesis that the condition for the effective pursuit of inclusive education is first of all a maturity for diversity and an internal consent to it, which manifests itself in attitudes that accept student with disabilities in a public school space. The article presents theoretical contexts regarding the issue of normalisation, subtle marginalisation and infrahumanisation.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 27; 53-82
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 49.

Tytuł:

Z doświadczeń uczestników projektu THRIECE – perspektywa dziecka i dorosłego
The experiences of THRIECE participants – child’s and adult’s perspectives

Autorzy:

Nowak-Łojewska, Agnieszka

Powiązania:

https://bibliotekanauki.pl/articles/1386947.pdf

Data publikacji:

2020-06-17

Wydawca:

Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego

Tematy:

project THRIECE
holistic
relational and inclusive education
early education

Opis:

The text is a description of the international project THRIECE (Agreement 2017-1-IE01- KA201-025698) realised as Erasmus+ Programme in 2017-2020. Experiences of its participants (teachers and children 3 to 10 years old) were reconstructed. In this article a qualitative analysis of teachers’ utterances was applied and children’s narrations with mosaic approach were used. Classes observations, children’s utterances and their pieces of work were helpful. As a result of the research, an innovative approach was revealed with elements of holistic, relational and inclusive education, which are the three basic pillars of the project. These innovative ideas resulted in examples of new interesting educational practices.

Źródło:

Problemy Wczesnej Edukacji; 2020, 49, 2; 103-114
1734-1582
2451-2230

Pojawia się w:

Problemy Wczesnej Edukacji

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 50.

Tytuł:

Inclusive education in a strengths-based era: changing attitudes and practices

Autorzy:

Wehmeyer, Michael L
Kurth, Jennifer A

Powiązania:

https://bibliotekanauki.pl/articles/2079786.pdf

Data publikacji:

2021-12-21

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

education
inclusive education
students with disabilities
self-determined learners

Opis:

In this article, we examine the past, present, and future of special and inclusive education, with a focus on highlighting the changing context of education, worldwide, and the need to adapt special and inclusive education practices to meet the challenges of the future and to prepare students with disabilities to become self-determined learners. We examine how changing disability paradigms require a response from education and what practices will support strengths-based approaches to inclusive education. We briefly review what we know about what works with regard to strategies to promote inclusive education and its impact on students with and without disabilities, and provide a framework for inclusive education in the 21st century.

Źródło:

Człowiek - Niepełnosprawność - Społeczeństwo; 2021, 54(4); 5-28
1734-5537

Pojawia się w:

Człowiek - Niepełnosprawność - Społeczeństwo

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 51.

Tytuł:

Pregraduálna príprava učiteľa a inkluzívny charakter jeho osobnosti ako podmienky úspešnej inkluzívnej edukácie

Autorzy:

Vrabcová, Veronika

Powiązania:

https://bibliotekanauki.pl/articles/2130879.pdf

Data publikacji:

2019

Wydawca:

Instytut Studiów Międzynarodowych i Edukacji Humanum

Tematy:

pregradual teacher training
inclusive character of the teacher personality
inclusive education

Opis:

The article highlights the important role of pregradual teacher training and the inclusive character of the teacher‘s personality - which are two of the many conditions that are essential for the success- ful implementation of inclusive education. Article is theoretical. The aim of the article is to review current teaching approaches in pregradual teacher training for inclusive education and the need to present a highly ethical and inclusive teacher profile that accepts the diversity of pupils in schools.

Źródło:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2019, 1 (32); 59-63
1898-8431

Pojawia się w:

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 52.

Tytuł:

STAN I ROZMIARY UDZIAŁU DZIECI I MŁODZIEŻY Z NIEPEŁNOSPRAWNOŚCIĄ W EDUKACJI WŁĄCZAJĄCEJ W POLSCE
Children and youth with disabillities in inclusive education in Poland – current situation and dimension

Autorzy:

Chrzanowska, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/549843.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie

Tematy:

edukacja włączająca
niepełnosprawność
bariery
Inclusive education
disability
barriers

Opis:

Edukacja włączająca osoby z niepełnosprawnością jest współczesną tendencją kształcenia w Polsce. W 2012 r. Polska ratyfikowała Konwencję o prawach osób niepełnosprawnych. Tekst ten podejmuje próbę analizy realizacji idei w odniesieniu do wszystkich etapów obowiązkowej edukacji. Jest również próbą zdiagnozowania głównych barier, które to utrudniają.
Inclusion of people with disabilities is a modern trend of education in Poland. In 2012. Poland ratified the Convention on the Rights of Persons with Disabilities. Text attempt to analyze the state of implementation of ideas for all stages of compulsory education. It is also an attempt to diagnose the main barriers to the implementation of the plans.

Źródło:

Forum Pedagogiczne; 2016, 1; 37-56
2083-6325

Pojawia się w:

Forum Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 53.

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

/5

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Skocz do pozycji: 54.

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

/5

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Skocz do pozycji: 55.

Tytuł:

Two Cultures of Inclusive Education of Learners with Disabilities as Two Borderland Cultures

Autorzy:

Gajdzica, Zenon

Powiązania:

https://bibliotekanauki.pl/articles/1985848.pdf

Data publikacji:

2018-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

culture of inclusive education
learner with disability
borderland

Opis:

Two currents of educational inclusion have been discussed in this study. The first one is built on the transformations of special education and constitutes the evolution of its basic assumptions. The second is viewed as the deconstruction of special education, it cuts off its traditions and its elaborated concepts. The thesis is put forward here that both currents can be described and explained with the use of the concept of cultural borderlands. The assumption is made that the space of inclusive school constitutes a certain borderland territory, where cultures get in touch. In the discussed case, this pertains to the dominating culture of full ability and the dominated culture of disability, as well as to the traditions of special education and mainstream (open access) education. Depending on the applied and fulfilled assumptions, these cultures differentiate the foundations of the discussed currents in inclusion. The hidden or explicit dimensions of the clashing, coexistence and integration of these cultures can be noticed, interpreted and understood by placing them in basic (due to the limited framework of this study – here: simplified) concepts of borderlands, elaborated within sociology and multicultural education. What is also assumed here is that no awareness of differences in understanding the cultures of inclusion leads to incommensurable methodological assumptions, which substantially undermines the organization of inclusive education in practice. The study is aimed not only at describing the assumptions of two currents of educational inclusion of learners with disability, but also at generating the awareness of the consequences of their theoretical assumptions in the daily routine at school. In the first part of the text, the basic assumptions of school culture are characterized, with special regard to the culture of inclusive school. Then, the two currents of educational inclusion are described and confronted with the basic premises of borderland cultures. The whole is completed with the final conclusion concerning educational practice.

Źródło:

Kultura i Edukacja; 2018, 4(122); 63-76
1230-266X

Pojawia się w:

Kultura i Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 56.

Tytuł:

Inclusive education in the context of the conception education for all
Edukacja włączająca w kontekście edukacji dla wszystkich

Autorzy:

Chavdarova-Kostova, Siyka

Powiązania:

https://bibliotekanauki.pl/articles/1818336.pdf

Data publikacji:

2019-11-27

Wydawca:

Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach

Tematy:

edukacja włączająca
edukacja dla wszystkich
inclusive education
education for all

Opis:

The relation between conceptions “Education for all” and “Inclusive education” is presented in the context of the their recent development. Aspects of the European and Word educational policy are commented. The development of the conception for Inclusive education is presented with some specifics regarding groups as children on the move, children under the custody of the state that were not enough discussed till now. Accent is put of the conception “learning for all "that develops the idea “education for all”.
Związek między koncepcjami edukacja dla wszystkich i edukacja włączająca jestprzedstawiony w kontekście ich niedawnego rozwoju. Aspekty polityki edukacyjnej europejskiej i światowej zostały skomentowane. Rozwój koncepcji edukacji włączającej został przedstawiony z pewnymi szczegółami dotyczącymi grup jako dzieci w drodze, dzieci pod opieką państwa, które do tej pory nie były dostatecznie omawiane. Akcent położony jest na koncepcję "uczenia się dla wszystkich", która rozwija ideę "edukacji dla wszystkich".

Źródło:

Student Niepełnosprawny. Szkice i rozprawy; 2018, 18, 11; 65-69
1689-6416

Pojawia się w:

Student Niepełnosprawny. Szkice i rozprawy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 57.

Tytuł:

Od ekskluzji do (nie)pełnej inkluzji. Rozwój kształcenia specjalnego w Chinach

Autorzy:

Grzesiak, Hanna

Powiązania:

https://bibliotekanauki.pl/articles/2121918.pdf

Data publikacji:

2022-01-31

Wydawca:

Uniwersytet Gdański. Instytut Pedagogiki

Tematy:

Chiny
niepełnosprawność
edukacja
edukacja włączająca
China
disability
education
inclusive education

Opis:

Edukacja włączająca została zapoczątkowana w Chinach w połowie lat 80. jako odpowiedz na międzynarodowy trend i potrzebę socjalizacji dzieci z niepełnosprawnościami z ich pełnosprawnymi rówieśnikami. Niestety, chociaż minęło ponad 30 lat od wprowadzenia nauki uczniów ze specjalnymi potrzebami w regularnych klasach, cele tej edukacji zgodnie z planowanymi założeniami nie zostały osiągnięte. Celem artykułu będzie przedstawienie społeczno-kulturowych aspektów niepełnosprawności w Chinach oraz historii, systemu i wyzwań edukacji włączającej.
China has initiated inclusive education since the mid1980s in response to the international trend of inclusive education and the need of socialising children with disabilities with other peers. Unfortunately although more than 30 years passed by since implementing “Learning in Regular Classroom” (LRC) aims of this education have not been achieved. The aim of the article is to present the socio-cultural aspects of disability in China and the history, system and challenges of inclusive education.

Źródło:

Niepełnosprawność; 2021, 43; 118-130
2080-9476
2544-0519

Pojawia się w:

Niepełnosprawność

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 58.

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

/5

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Skocz do pozycji: 59.

Tytuł:

Inclusive education works: I am a testimony

Autorzy:

Morris, Floyd

Powiązania:

https://bibliotekanauki.pl/articles/2079889.pdf

Data publikacji:

2021-12-12

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

inclusive education system
persons with disabilities
Jamaica
Floyd Morris

Opis:

Inclusive education is a practical and transformative endeavor that must be the way of the future for the education of persons with disabilities. This is the view of an individual who has had a lived experience of inclusive education. In this chapter, I seek to chronicle my experiences as a blind person who developed glaucoma whilst attending high school and was unable to successfully complete school due to the inadequacies of the system for a student with disability. Upon becoming totally blind, I went to one of the institutions catering to the needs of persons who are blind and received rehabilitation and re-entered the education system to complete my education. With the rehabilitation that I received coupled with greater understanding and support for a blind student, I was able to successfully complete final exams that caused me to meet the matriculation requirements for university. I successfully completed university with a Bachelor of Arts, Master of Philosophy and a Doctor of Philosophy. All of these were done in regular education institutions and is a clear indication that inclusive education works. I compared this experiential knowledge with established epistemology on the subject of inclusive education and conclude the chapter with some recommendations as how educational institutions should become more inclusive and accessible for persons with disabilities.

Źródło:

Człowiek - Niepełnosprawność - Społeczeństwo; 2021, 53(3); 107-125
1734-5537

Pojawia się w:

Człowiek - Niepełnosprawność - Społeczeństwo

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 60.

Tytuł:

Agresywne zachowania uczniów ze SPE jako źródła lęków nauczycieli. Korelacja osłabiająca sukces edukacji włączającej

Autorzy:

Baranowska, Wanda
Leszka, Justyna

Powiązania:

https://bibliotekanauki.pl/articles/920451.pdf

Data publikacji:

2018-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

inclusive education
student’ aggressive behavior
teachers’ frustration and fear

Opis:

In inclusive education, teachers work with all students, including those exhibiting aggressive behaviors. Today, many teachers struggle with challenging student behavior. The study aims to examine (1) aggressive behaviors in students with SPE – a source of teacher frustration in inclusive education, (2) the consequences of these behaviors triggering fears in teachers, and (3) the relationship between teacher seniority and likely consequences as per objective 2. The survey was conducted among 188 teachers. The data were analyzed using descriptive and correlational approaches. We determined that (1) the main source of teacher frustration is the physical aggression displayed by students with ASD, ADHD, ODD and CD; (2) the fear students with SEN may hurt other students is prominent amongst teachers, with a linear correlation between predictable consequences, where the strongest links appear between prediction of conflict in a classroom and the accusation of incompetence levelled at teachers by parents of students with SEN and between the fear of losing self-control and disapproval by superiors; (3) no significant relationship exists between the seniority of teachers and their perception of the sources of frustrations and fears. Against the background of the results, we formulated recommendations on inclusive education training for teachers.

Źródło:

Studia Edukacyjne; 2018, 51; 403-425
1233-6688

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 61.

Tytuł:

Wybrane aspekty czasu w dwóch koncepcjach edukacji włączającej uczniów z niepełnosprawnością

Autorzy:

Gajdzica, Zenon

Powiązania:

https://bibliotekanauki.pl/articles/1789413.pdf

Data publikacji:

2019-11-03

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

time
distribution of time
inclusive education
learner with disability

Opis:

The article concerns the distribution of time as an important dimension of inclusive education. The major thesis of this study is comprised in the statement that two concepts of inclusive education most often distinguished in expert literature create the basis for different interpretations of the distribution of classroom time. In the first part of the text, the author presents characteristic features of two concepts of educational inclusion as well as some selected ways of approaching the significance of time in the form of education discussed. These issues have been viewed in the context of John Rawls’s two principles of justice. The essence of the study is the presentation of the results of some studies on the time devoted to individual work with a disabled learner in the mainstream class. These results have been briefly discussed and interpreted in the context of the assumptions of the different concepts of educational inclusion examined in the text.

Źródło:

Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 42-55
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 62.

Tytuł:

Special Education vs Inclusive Education in the Synergy of Educational Environments

Autorzy:

Andriichuk, Natalia

Powiązania:

https://bibliotekanauki.pl/articles/454152.pdf

Data publikacji:

2017

Wydawca:

Akademia Ignatianum w Krakowie

Tematy:

special education
inclusive education
educational environments
special school
school with integrated study
inclusive school.

Opis:

Inclusive education can be considered a modern approach to the both general and special education. For providing the best conditions of getting a proper education for every student irrespective of their social status, gender, colour of skin, state of health, etc. it is essential to provide professional environment, support and assistance at schools for those who need it as well as create healthy educational environment in the students’ group. The problem is accomplished by the fact that not all students with special educational needs are recommended or able to visit public schools because of the extent of their disease. Therefore the role of special education here shouldn’t be abolished. So, the article is aimed to analyse the world scientific approaches to special and inclusive education and make a comparative characteristics of the three types of schools: special school, school with integrated study and inclusive school.

Źródło:

Multidisciplinary Journal of School Education; 2017, 12; 75-85
2543-7585

Pojawia się w:

Multidisciplinary Journal of School Education

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 63.

Tytuł:

Inclusive education in the opinion of the teachers from special pre-schools, regarding the chances of success of the inclusive actions towards particular groups of students, education participants, and teachers’ seniority

Autorzy:

CHRZANOWSKA, IWONA

Powiązania:

https://bibliotekanauki.pl/articles/938567.pdf

Data publikacji:

2019-06-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Inclusive education
special educational needs
seniority of pre-school education teachers

Opis:

Within the context of the implementation of the inclusive education model, it seems important to learn the opinions of the teachers, particularly those teachers that are experienced in working with a child/student with a disability, regarding the chances of success of inclusive actions, both in the context of the type, and the level of severity of the developmental disorder, the hazard of the developmental disorder, as well as, regarding the remaining participants of inclusive education, i.e. students without or with special educational needs, however, displaying certain aptitudes. The text focuses on the teacher from the pre-school level of education, as well as, refers to the determination of their attitudes towards the realisation of the model ofinclusive education, as related to their seniority.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 25; 127-149
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 64.

Tytuł:

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

Autorzy:

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

Powiązania:

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

Data publikacji:

2021-12-12

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

inclusive education
students with extensive and pervasive support needs

Opis:

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

Źródło:

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

Pojawia się w:

Człowiek - Niepełnosprawność - Społeczeństwo

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 65.

Tytuł:

Role and challenges of school social workers in facilitating and supporting the inclusiveness of children with special needs in regular schools

Autorzy:

Balli, Doriana

Powiązania:

https://bibliotekanauki.pl/articles/1036726.pdf

Data publikacji:

2016

Wydawca:

Academicus. International Scientific Journal publishing house

Tematy:

social work
inclusive education
special sducational needs
social competences

Opis:

Dynamic of the society development is associated with extension of social problems, notably in educational context. The role of school, as the main public institution for social development of the students, is now obvious throughout the world. Consequently the role of social workers in schools is becoming essential, especially in terms of the inclusion of marginalized children from the opportunity of education, by impacting the educational system, to meet the diverse needs of all learners. Social work is focused on the welfare of individuals by increasing and developing their potential, so it goes hand in hand with inclusive education for children with disabilities, which emphasizes the children’ rights to obtain a definite, qualitative and suitable education in regular schools. The main focus of this study was to draw a clear panorama of the school social workers’ role towards the processes of inclusiveness of students with disabilities in Albanian regular schools. The data were collected via in-depth interviews with eight school social workers of the secondary schools in Korça region. The results showed that social service in schools is very important for helping students to develop social competences, intermediating parents in utilizing school and community resources, identifying and reporting bullying phenomenon, etc. School social workers could play a key role to implement the educational reform, which is being undertaken in Albania. Interviewees also shared their difficulties regarding the practical work, especially obstacles related to inclusive education processes.

Źródło:

Academicus International Scientific Journal; 2016, 14; 148-157
2079-3715
2309-1088

Pojawia się w:

Academicus International Scientific Journal

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 66.

Tytuł:

Is full inclusion always the answer?

Autorzy:

Gabrielle, Wilcox,

Powiązania:

https://bibliotekanauki.pl/articles/889132.pdf

Data publikacji:

2020-03-31

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

inclusive education
social/emotional/behavioral functioning
parents of children with Special Educational Needs (SEN)
effective provision of inclusive education
support for all students

Opis:

In this article the author presents inclusive education as a policy, which in recent decades has often been viewed as a moral imperative. She presents this issue in a dichotomous choice: either full inclusion or special education. This chapter joins other voices in arguing for a more nuanced approach to inclusive practice. One that demands better quality research on which to base decisions and puts student needs and goals above blanket policies that are applied indiscriminately. The author oncludes future research also needs to remediate current limitations of research of the efficacy and effectiveness of inclusive education including: limited comparison or control groups, weak research designs, no measures of treatment fidelity, lack of clarity in the outcome measures (academic, behavioral, adaptive, etc.), limited attention to what the benefits and detriments of inclusion are, variable impact across populations, and to implement more randomized control trials.

Źródło:

Człowiek - Niepełnosprawność - Społeczeństwo; 2020, 47(1); 5-15
1734-5537

Pojawia się w:

Człowiek - Niepełnosprawność - Społeczeństwo

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 67.

Tytuł:

Socio-economic context of education in the light of selected indicators

Autorzy:

Piwowarski, Rafał

Powiązania:

https://bibliotekanauki.pl/articles/36205714.pdf

Data publikacji:

2023-10-03

Wydawca:

Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie

Tematy:

Human development
student achievements
expenditure on education
COVID-19
inclusive education

Opis:

This text draws some socio-economic problems of education, illustrated with selected indicators. Apart introduction, which presents components of HDI, the paper is devided – into two main parts. The first one deals with expenditure on education, in the context of student achievements and social development. The second part reflects new education contexts such as COVID-19, inclusive education and desired changes in the structure of education.

Źródło:

Studia z Teorii Wychowania; 2023, XIV(3 (44)); 271-285
2083-0998
2719-4078

Pojawia się w:

Studia z Teorii Wychowania

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 68.

Tytuł:

Wykorzystanie technologii wspomagających uczniów z niepełnosprawnościami w edukacji włączającej
The use of assistive technology for students with disabilities in inclusive education

Autorzy:

Chimicz, Dorota

Powiązania:

https://bibliotekanauki.pl/articles/1932519.pdf

Data publikacji:

2020-06-19

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

technologie wspomagające
niepełnosprawność
edukacja włączająca
assistive technology
disability
inclusive education

Opis:

Równy dostęp do systemu oświaty gwarantuje z mocy ustawy § 5 pkt 5 rozporządzenia MEN z dnia 9 sierpnia 2017 r. w sprawie warunków organizowania, kształcenia wychowania i opieki dla dzieci i młodzieży niepełnosprawnych, niedostosowanych społecznie i zagrożonych niedostosowaniem społecznym, prawo do nauki uczniom z niepełnosprawnością w szkołach ogólnodostępnych oraz dostosowanie treści, metod i organizacji nauczania do ich możliwości psychofizycznych na zasadzie tzw. edukacji włączającej. Wielu badaczy zajmujących się analizą warunków skutecznego włączania uczniów z niepełnosprawnością w środowisko szkoły ogólnodostępnej stwierdza, że technologie wspomagające mogą pomóc im w usunięciu wielu barier, z jakimi borykają się w środowisku włączającym, dając im szanse na osiąganie zdecydowanie lepszych wyników w nauce i funkcjonowaniu społecznym. W opracowaniu wyjaśniono, czym są technologie wspomagające, a także zaproponowano przegląd dostępnych na rynku rozwiązań w zakresie technologicznego wsparcia ucznia z dysfunkcją wzroku, słuchu, zaburzeniami w komunikowaniu się oraz z niepełnosprawnością ruchową. Przedmiotem analizy jest także wykorzystanie technologii wspomagających w pracy z uczniem z niepełnosprawnością w zróżnicowanym środowisku szkolnym z punktu widzenia wyzwań, jakie stoją przed nauczycielem i całym środowiskiem wspierającym ucznia z niepełnosprawnością.
Under Section 5, Subsection 5 of the Regulation of the Minister of National Education of August 9, 2017, on conditions for organizing education and care for children and adolescents with disabilities, children and adolescents who are socially maladjusted, and children and adolescents who are at risk of social maladjustment, children with disabilities are granted equal access to education in mainstream schools as well as to curricula, methods, and organization of instruction that are adapted to their psychophysical abilities and provided within an inclusive education model. Many researchers who analyze the conditions for successful inclusion of students with disabilities in mainstream school argue that assistive technology can help these students overcome a lot of barriers they encounter in inclusive settings, thus giving them a chance of a significantly higher level of academic performance and social functioning. This paper explains what assistive technology is and provides a review of available solutions in the area of technological support for students with visual impairments, hearing impairments, communication disorders, and mobility disabilities. It also analyzes the use of assistive technology in working with students with disabilities in a diverse school setting from the point of view of challenges facing teachers and the whole environment supporting students with disabilities.

Źródło:

Szkoła Specjalna; 2020, LXXXI(3); 175-187
0137-818X

Pojawia się w:

Szkoła Specjalna

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 69.

Tytuł:

Entrenching public relations as inclusive education strategy to generate reliable crime statistics in Nigeria

Autorzy:

Ogbonnaya, Dickson
Mahmoud, Ahmed Tanimu
Odinaka, Ugwukwu Vitalis

Powiązania:

https://bibliotekanauki.pl/articles/1933321.pdf

Data publikacji:

2021-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

Inclusive education
Public Relations
Crime statistics
Interests
Law enforcement
Nigeria

Opis:

The inclusiveness of education drives sustainable public relations for reliable crime statistics report is determined by power play among critical actors in the sector whose interest are dichotomized into vested and entrenched interests that shaped public opinion on education and crime rate. Access to education can only be inclusive when all stakeholders are involved in its planning, execution and delivery of knowledge in a manner that does not discriminate in access and delivery. However, there is a disconnect between what knowledge is allowed to feed public opinion using public relations by the entrenched and vested interest in the education and law enforcement sectors. While clamor for inclusive education heighten across social class, the cost component of access is not accessible to all. Therefore, the paper argues that deepening equity and inclusiveness in education and law enforcement will neither allow access discrimination nor spurious reportage within the public domain using public relations. It further posits that disparage public opinion on education and law enforcement using public relation mutilate reality and creates false impression that negatively affect planning and development. Edwin Sutherland (1947)`s Differential Association-reinforcement theory of criminal behavior provided the framework while the design was exploratory. Qualitative data was purposively gathered from National Open University of Nigeria (NOUN), University of Abuja (UA), and Divisional Police Headquarters Lugbe. The preliminary fi ndings reveal that equity and inclusive education is necessary sustain objective public relation that will not misguide professional and public on crime statistics in Nigeria.

Źródło:

Reality of Politics; 2021, 15; 72-95
2082-3959

Pojawia się w:

Reality of Politics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 70.

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

/5

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Skocz do pozycji: 71.

Tytuł:

Uczniowie ze spektrum autyzmu w szkole ogólnodostępnej. Analiza trudnych zachowań
Learners with an Autism Spectrum in Mainstream Schools. An Analysis of Difficult Behaviour

Autorzy:

Woźniak, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/1811335.pdf

Data publikacji:

2018

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

edukacja włączająca
autyzm
zachowania trudne
inclusive education
autism
difficult behaviour

Opis:

Rodzina jest najważniejszą oraz najbardziej pierwotną grupą społeczną w życiu każdego dziecka. Ma ona ścisły związek z funkcjonowaniem danej jednostki w przestrzeni szkolnej. Współcześnie dostrzegamy wzrost liczby dzieci posiadających orzeczenie o potrzebie kształcenia specjalnego. Jednocześnie zauważalna jest tendencja do realizowania w systemie polskiego szkolnictwa edukacji włączającej, niosącej ze sobą szereg trudności, z którymi przyszło zmagać się współczesnej szkole. Problematycznym zjawiskiem jest występowanie coraz powszechniej zachowań trudnych. Nie są one zarezerwowane jedynie dla uczniów o zaburzonym rozwoju, aczkolwiek w populacji osób z dysfunkcjami są do nawet trzech razy częstszym zjawiskiem. Zachowania niepożądane wpływając na codzienne funkcjonowanie, mogą powodować z kolei ograniczony sposób uczenia się i przyswajania wiedzy zarówno przez osobę je przejawiającą, jak i oddziałuje w sposób znaczący na całą klasę. Edukacja włączająca stała się zatem dużym wyzwaniem dla całej społeczności szkolnej.
Family is the most important and primary social group in every child's life. It is closely connected with their functioning in a school environment. Currently it is possible to observe an increase in the number of children with a certificate confirming that they require special education. At the same time there is a tendency in the Polish education system to apply inclusive education, which brings a number of difficulties that contemporary schools have to struggle with. One of the problematic phenomena is the increasing frequency of difficult behaviour. It is displayed not only by pupils with developmental disorders, although in the population of people with dysfunctions it is up to three times more common. Undesirable behaviour, while impacting on a person's daily functioning, may also limit their ability to learn and have a considerable influence on the whole class. Inclusive education has therefore become a major challenge for the entire school community.

Źródło:

Roczniki Pedagogiczne; 2018, 10(46), 4; 107-120
2080-850X

Pojawia się w:

Roczniki Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 72.

Tytuł:

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

Autorzy:

Twardowski, Andrzej

Powiązania:

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

Data publikacji:

2018-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

inclusive education
students with disabilities
peer tutoring
tutors and tutees

Opis:

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

Źródło:

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

Pojawia się w:

Studia Edukacyjne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 73.

Tytuł:

Peculiarities of inclusive education of ASD children in Ukraine

Autorzy:

Rybchenko, Larysa
Ostrovskii, Ihor

Powiązania:

https://bibliotekanauki.pl/articles/628520.pdf

Data publikacji:

2015

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

autism spectrum disorder (ASD), inclusive education, social services, psychological indices

Opis:

Despite the fact that special education in Ukraine is quite extensive and eveloped, education itself and social psychological development remain unavailable for children with ASD. The article aim is to show a model of autistic children inclusion in the educational system of Ukraine taking into account the experience of success. The investigated group consists of 20 children with ASD and 20 children with mental retardation from a boarding school aged from 8 to 9 years. The children indices were investigated according to Binet-Simon Scale for intelligence level determination, method of neuropsychological research according to Alexander Luria for psychophysical development level determination and Childhood Autism Rating Scale for autism level determination. The analysis of inclusive education implementation in the educational system of Ukraine has been conducted. The results of studies have shown that children with ASD have substantially lower indices of speech development, capacity for imitation as well as concentration of attention than children with mental retardation. Conductance of social intervention based of TEACCH therapy elements for group of children with ASD has shown their progress in indices of social interaction, emotional reaction and communication. The results obtained allow us to build a model of inclusion of children with ASD in the educational system of Ukraine. The main components of the model are considered.

Źródło:

Journal of Education Culture and Society; 2015, 6, 2; 229-239
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 74.

Tytuł:

Kształcenie osób niepełnosprawnych we Francji
Education of people with special needs in France

Autorzy:

Marciniak‐Paprocka, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/2141701.pdf

Data publikacji:

2021-07-09

Wydawca:

Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach

Tematy:

inclusive education
disabled people
France
edukacja włączająca
osoby niepełnosprawne
Francja

Opis:

Francja to kraj, w którym narodziła się edukacja osób niepełnosprawnych. Edouard‐Onésime Seguin, twórca edukacji osób niepełnosprawnych, stworzył podstawy do rozwoju pracy z osobami z niepełnosprawnością. Na dzień dzisiejszy jego założenia zgodne są z zasadami edukacji włączającej.
France is place where special education was born. In the wake of Edouard‐Onésime Seguin, creator of education of people with disabilities, gives larges importance training for disabled persons. Approach are deemed to comply with the idea ofinclusive education

Źródło:

Student Niepełnosprawny. Szkice i rozprawy; 2012, 12(5); 65-75
1689-6416

Pojawia się w:

Student Niepełnosprawny. Szkice i rozprawy

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 75.

Tytuł:

Inclusive teacher: professional practices based on the interpretation of diversity, utopia or realities
Nauczyciel inkluzywny: praktyka zawodowa oparta na interpretacji różnorodności, utopii czy realiów?

Autorzy:

Kohout-Diaz, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/2082357.pdf

Data publikacji:

2020

Wydawca:

Lubuskie Towarzystwo Naukowe

Tematy:

teachers
professionalism
inclusive education
diversity
nauczyciele
profesjonalizm
edukacja inkluzywna
różnorodność

Opis:

What does the notion of inclusive teacher’s identity imply? If he is destined to become an interpreter of diversity, he is called to subjectively assume the singularity of his analysis, appropriate to the consideration of the unforeseen and the variety of the specific courses. The subjective identity of the teacher does not become confused with the typical hypertrophied “ego” of our contemporary digital age, nor with a communitarian “we” that tends to swallow the social link to a conflictual “us or them”, nor with a scientistic “it” that excludes the subject. Answering the question of the identity of the inclusive teacher can therefore be difficult and constitutes a possible analysis of what is emerging today as a crisis for the teaching professions, constrained by new logics of performance. From our longitudinal ethnographic surveys and document studies, we will compare the precise coordinates of these tensions in France and in the Czech Republic: in these two countries, there seems to be a vast movement of de-expertise that inclusive education implies and gives rise in return not only to recurrent major identity tensions but also to a certain confusion in the education of pupils.
Z czym wiąże się pojęcie tożsamości nauczyciela inkluzywnego? Jeśli ma on zająć się interpretacją różnorodności, powinien subiektywnie przyjąć odrębność swojej analizy, właściwą z punktu widzenia nieprzewidywalności i różnorodności poszczególnych przedmiotów. Subiektywnej tożsamości nauczyciela nie należy mylić z przerośniętym „ego” typowym dla współczesnej epoki cyfrowej, ani ze wspólnotowym „my”, które zazwyczaj redukuje połączenie społeczne do konfliktowego ujęcia „my albo oni”, ani z naukowym „to”, które wyklucza podmiot. Odpowiedź na pytanie o tożsamość inkluzywnego nauczyciela może być zatem trudna. Może ona stanowić pole do analizy zjawiska, które można określić mianem narastającego kryzysu zawodu nauczyciela, ograniczanego przez nową logikę działania. Autorka wykorzystuje podłużne badanie etnograficzne oraz dokonuje analizy dokumentacji w celu dokładnego porównania specyfiki tego typu napięć we Francji i w Czechach. Wydaje się, że w obu krajach istnieje szeroko zakrojony ruch mający na celu zmniejszenie znaczenia wiedzy specjalistycznej, który wiąże się z edukacją inkluzywną, i powoduje nie tylko nawracające napięcia tożsamościowe, ale również prowadzi do zamieszania w procesie kształcenia uczniów.

Źródło:

Rocznik Lubuski; 2020, 46, 2; 207-219
0485-3083

Pojawia się w:

Rocznik Lubuski

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 76.

Tytuł:

Acciological reflexia of the inclusion phenomena in pedagogical informational culture
Аксіологічна рефлексія феномену інклюзії в інформаційній культурі педагогів

Autorzy:

Ohmush-Kovalevska, Oksana

Powiązania:

https://bibliotekanauki.pl/articles/469912.pdf

Data publikacji:

2017-09-01

Wydawca:

Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie

Tematy:

inclusion
inclusive education
information culture
informational culture of the teacher

Opis:

Purpose: To investigate the influence of the information culture of a modern teacher on the implementаtion of inclusive education in an educаtional institution and in society. Methods: terminological, system analysis, generalization. Results: the implementаtion of inclusive education is an important component of the reform and innovative development of the educational process. The effectiveness of its implementation depends largely on the teacher, who must be ready for implementation of the inclusion and have the necessary set of competencies to work in an inclusive environment. Such readiness can be effectively developed by constantly increasing the level of its own information culture. By focusing on the development of the teacher's information culture, we will thus ensure the development of such a philosophical concept as inclusion. After all, today it is not just a techniques and methods, it is a process of thinking, a worldview. This is perception, the inclusion in your life of something new, new. Ability to adapt in a changing world. In this article the role of the culture of a modern teacher in the implementation of inclusive education is considered. On the basis of the analysis of literature, the advantages that can be achieved through the development of the informational culture of a modern teacher under the conditions of an inclusive environment are singled out. It is noted that the formation of an information culture offers great opportunities for improving the learning process.

Źródło:

Intercultural Communication; 2017, 3, 2; 229-241
2451-0998

Pojawia się w:

Intercultural Communication

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 77.

Tytuł:

Формирование основ межкультурной компетенции у детей как ресурс реализации задач инклюзивного образования
Formation of basic intercultural competence in children as a resource for implementing the tasks of inclusive education

Autorzy:

Grimovskaya, Ludmila

Powiązania:

https://bibliotekanauki.pl/articles/1818297.pdf

Data publikacji:

2019-12-09

Wydawca:

Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach

Tematy:

preschool education
inclusive education
intercultural competence
дошкольное образование
инклюзивное образование
межкультурная компетенция

Opis:

На современном этапе общественного развития усиливается внимание педагогов к созданию условий по формированию у взрослеющего человека готовности к успешной жизни и деятельности в многокультурном окружении. В новых условиях культурного многообразия мирового сообщества особое значение приобретает поиск путей формирования межкультурной компетенции, понимания равноценности всех культурных групп, уважительного отношения к любым различиям у детей дошкольного возраста. Решение данной проблемы играет важную роль в аспекте инклюзивного образования, предполагающего совместное обучение и воспитание всех детей с учетом разнообразия образовательных потребностей. В связи со сказанным актуальность поиска путей формирования межкультурной компетенции как ресурса реализации инклюзивной практики на первом уровне общего образования не вызывает сомнения. Исследование показало, что условиями формирования основ межкультурной компетенции в дошкольном возрасте является проведение поэтапной диагностики уровня межкультурной компетенции личности, определение содержания, раскрывающего многообразие культур; акцент на продуктивных способах присвоения информации; использование технологий, предполагающих включение детей в разные виды деятельности, помогающие приобрести и развить опыт взаимодействия с представителями разных культурных групп.
At the present stage of social development, the attention of teachers to the creation of conditions for the formation of children and for preparing them for successful life and activities in a multicultural environment as an adult person is increasing. In the new conditions of cultural diversity of the world community, the search for ways to form intercultural competence in children of preschool age, an understanding of the equivalence of all cultural groups, and respect for any differences are of particular importance. Solving this problem plays an important role in the aspect of inclusive education, which implies co-education and education of all children, taking into account the diversity of educational needs. In connection with the above, the urgency of finding ways to form intercultural competence as a resource for implementing inclusive practices at the first level of general education is not in doubt. The studies have revealed that the conditions for the formation of intercultural competence in preschool age are as follows: conducting a phased diagnosis of the level of intercultural competence of the individual to define the content that reveals the diversity of cultures; focusing on productive ways of assigning information; using technologies that involve children in various activities, helping to gain and develop experience of interaction with representatives of different cultural groups.

Źródło:

Student Niepełnosprawny. Szkice i rozprawy; 2019, 19, 12; 33-42
1689-6416

Pojawia się w:

Student Niepełnosprawny. Szkice i rozprawy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 78.

Tytuł:

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

Autorzy:

Ballhysa, Narbis
Flagler, Marita

Powiązania:

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

Data publikacji:

2011

Wydawca:

Academicus. International Scientific Journal publishing house

Tematy:

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

Opis:

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

Źródło:

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

Pojawia się w:

Academicus International Scientific Journal

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 79.

Tytuł:

Students with special needs in the Kazakh educational system

Autorzy:

Ewa, Kulesza,
Laura, Butabayeva,

Powiązania:

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

Data publikacji:

2016

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

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

Opis:

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

Źródło:

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

Pojawia się w:

International Journal of Pedagogy, Innovation and New Technologies

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 80.

Tytuł:

The teachers’ self-efficacy and its importance for inclusive education

Autorzy:

NARKUN, ZUZANNA

Powiązania:

https://bibliotekanauki.pl/articles/938587.pdf

Data publikacji:

2019-06-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

self-efficacy
inclusive education
teacher
students with special educational needs

Opis:

The aim of this article was to describe the teachers’ self-efficacy, self-efficacy for the purpose of inclusive practices, and to show its importance for the development of inclusion. Issues related to the self-efficacy of teachers (the definitions, the sources of self-efficacy, and the measurement of teachers’ self-efficacy) have been described. The resulting findings of the research on teachers’ self-efficacy, its antecedents and consequences have been presented. Moreover, connections between self-efficacy and effective implementation of inclusion have been discussed.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 25; 151-176
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 81.

Tytuł:

Innovation strategy at the level of municipal government – the case of inclusive education

Autorzy:

Nesterenko, Galyna
Tereshchenko, Maryna

Powiązania:

https://bibliotekanauki.pl/articles/987235.pdf

Data publikacji:

2016

Wydawca:

Szkoła Główna Gospodarstwa Wiejskiego w Warszawie. Wydawnictwo Szkoły Głównej Gospodarstwa Wiejskiego w Warszawie

Tematy:

strategy
strategic plan
teaching diversity
municipal government
inclusive education
innovation

Opis:

Diversity pedagogy and inclusive education – understood as the integration of the representatives of heterogeneous groups into the educational community – is as an example of a very up-to-date, socially important innovation, which requires serious, systematic approach to its generation and diffusion. The paper shows that successful implementation of such innovation depends not only on what part of the population considers it to be socially useful, but also on the consistent and, in the long term perspective, logical steps taken to implement and disseminate the innovation. Such consistency can be accomplished most effectively within the framework of the strategic plan of innovation implementation.

Źródło:

Turystyka i Rozwój Regionalny; 2016, 5; 85-93
2353-9178

Pojawia się w:

Turystyka i Rozwój Regionalny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 82.

Tytuł:

Equal and inclusive education as a prevailing challenge to the right to education

Autorzy:

Siegel, L.

Powiązania:

https://bibliotekanauki.pl/articles/321058.pdf

Data publikacji:

2018

Wydawca:

Politechnika Śląska. Wydawnictwo Politechniki Śląskiej

Tematy:

equal education
inclusive education
human rights
równa edukacja
edukacja włączająca
prawa człowieka

Opis:

The role of education is indisputable in our culture. From the moment we are born we are constantly learning new information and skills. Education has such an importance that we recognize it as a part of human rights. Nobody disputes that children have the right to education. The second article of the universal declaration of human rights declares that rights should create conditions for equality. Therefore education should be equal for all children. Nevertheless, is this the reality in all cases? In Slovakia for example, (but also in many other countries in the world) we have plenty of problems with inclusive education. Sociologist Zuzana Kusá argues that in Slovakia there is a trend to separate the children which are deemed "normal" from the disadvantaged and to create special classes for the latter group. The right to education should involve inclusion and should create cooperative conditions for the learning of children. Slovakia is one of the countries that do not provide a cohesive inclusion of all children. Therefore, we shall examine the current state of the right to education and analyze how we could improve its deficiencies. We will use the concept of affirmative action (positive discrimination) as presented by Michael Sandel in the title "Justice. What´s the right thing to do?" The second concept that we will examine is the concept of equality of opportunity, as presented by John Rawls and others. We will investigate how these two concepts might help us with an improvement of the right to education and how they could fix some of the prevailing issues for example faced in Slovakia´s educational system.

Źródło:

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska; 2018, 122; 183-193
1641-3466

Pojawia się w:

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 83.

Tytuł:

Formation of Preschoolers Communicative Competence in the Conditions of Inclusive Education

Autorzy:

Turko, Olha
Olender, Tatiana
Boyko, Maria
Petryshyna, Olga
Rozhko-Pavlyshyn, Tetiana

Powiązania:

https://bibliotekanauki.pl/articles/18104624.pdf

Data publikacji:

2022-06-30

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

communicative competence
corrective work
folklore
inclusive education
language-didactic tools
preschooler

Opis:

Aim. The goal of the study is to describe the teacher’s corrective work on pre-schoolers’ sound pronunciation that is developed according to the children’s age, physiological and mental norms, and special educational needs. Methods. Four children with special educational needs participated in this experimental study. We used the method of monitoring children’s speech during various activities: play, household activity and teaching (during speech therapy classes and various types of practical language classes). Results and conclusion. Age-related features of pre-schoolers’ speech development have been identified in the study. The reasons and indicators of pre-schoolers’ speech development disorders have been described, and the ways to overcome language disorders have been found. The experimental study tested the effectiveness of articulation exercises in working with children with special educational needs in an inclusive environment, the involvement of psychologists and children’s parents to overcome speech disorders of pre-schoolers, and the use of folklore texts. Originality. In the experimental study, we observed that riddles, proverbs, ditties, tongue twisters, fairy tales, lullabies, nursery rhymes, counting rhymes, and sayings are an effective means of phonetics and articulation work, during both the speech development classes and other classes as well as during walks.  

Źródło:

Journal of Education Culture and Society; 2022, 13, 1; 239-255
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 84.

Tytuł:

Konstruktywizm i pedagogika różnorodności w kontekście edukacji włączającej
Constructivism and diversity pedagogy: learning in the context of inclusive education

Autorzy:

Rzeźnicka-Krupa, Jolanta

Powiązania:

https://bibliotekanauki.pl/articles/1387022.pdf

Data publikacji:

2020-12-31

Wydawca:

Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego

Tematy:

constructivism
diversity pedagogy
inclusive education
universal design for learning
new realism

Opis:

Constructivism is a very complex and ambiguous concept, whereas the constructivist approach is mostly presented in three main aspects: ontological and epistemological (conditions and capabilities of reality existence and cognition), psychological (mental processes of knowledge constructing) and pedagogical (processes of learning and creating concepts). In this article I am searching the answer to two basic questions, the first one reading: What are the potential results of the constructivist approach in connection with diversity pedagogy and inclusion learning for education and the functioning of schools? The posthuman critique of social constructivism formulates the second of the questions I want to answer in the text: how can the constructivist approach cooperate with some new contemporary social theories, especially the new realism (materialism) and pedagogy of things? Employing the Piagetian concept of decentration, I take a critical look at how and in what sense constructivism could influence the change of meanings ascribed to categories like norm(s), learning difficulties or special educational needs, as well as reformulate the general philosophy of education and eventually affect the functioning of schools as accessible learning environments.

Źródło:

Problemy Wczesnej Edukacji; 2020, 51, 4; 153-166
1734-1582
2451-2230

Pojawia się w:

Problemy Wczesnej Edukacji

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 85.

Tytuł:

Relacje z rówieśnikami i ich znaczenie dla młodzieży z umiarkowanym i znacznym stopniem niepełnosprawności intelektualnej w edukacji specjalnej – w świetle badań własnych
Peer relationships among the young with moderate and severe intellectual disability in special education

Autorzy:

Drozdowicz, Anna

Powiązania:

https://bibliotekanauki.pl/articles/920384.pdf

Data publikacji:

2015-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

peer relationships
moderate and severe intellectual disability
special and inclusive education

Opis:

The article presents a summary of the research about peer relationships among the young with intellectual disability in special education classes. The studies took into consideration a) the types of the relationships and their qualitative characteristics, b) factors determining the type of the relationship, c) an individual perspective of a young disabled person in the group of mentally disabled peers.71 pupils with moderate and severe intellectual disability in 15 special education classes were observed in natural school situations. The results show a great need and abilities to participate in peer relationships by intellectually disabled teenagers. The second part of the study was based on the qualitative research procedure and revealed different subjective meaning of participation of 7 young intellectually disabled students in the school peer group. Findings of the study gave practical indications for arranging special classes of pupils with moderate and severe intellectual disability. Results was discussed with current tendency to inclusive education people with disability.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2015, 11; 35-54
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 86.

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

/5

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Skocz do pozycji: 87.

Tytuł:

Supporting English Language Teachers in Teaching Autistic Primary School Learners

Autorzy:

Gałązka, Alicja
Dick-Bursztyn, Marta

Powiązania:

https://bibliotekanauki.pl/articles/1967517.pdf

Data publikacji:

2019-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

autism
ASD
inclusive education
special educational needs (SEN)
English language teaching

Opis:

The aim of the paper is the presentation of the complex problem of a lifelong developmental disorder, known as Autistic Spectrum Disorders (ASD), in the context of inclusive education offered to these students in general, and in teaching of English as a Foreign Language in particular. First, the theories and typical symptoms of autism will be outlined, followed by examining the behaviours that enable teachers to recognise these form of disorders during lessons at school. Next we review some strategies and teaching techniques that may prove efficient and successful in the ELT classroom for both teachers and autistic students. Finally, we concentrate on the analysis of the data collected as a result of a small-scale qualitative study conducted among a group of EL teachers involved in teaching autistic learners. The study was designed with the purpose of interviewing teachers about the efficiency and successfulness of the currently recommended teaching techniques in their classrooms with ASD students.

Źródło:

The New Educational Review; 2019, 58; 191-207
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 88.

Tytuł:

Priority Areas for Educational Reform in Ukraine

Autorzy:

Hrynevych, Lilia

Powiązania:

https://bibliotekanauki.pl/articles/461674.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Spraw Społecznych

Tematy:

educational legislation
system efficiency
access
equality
the quality of education
inclusive education
decentralization

Opis:

The Ukrainian system of education has had remarkable achievements and notorious traditions of schooling. However, at this very stage our society requires the changes that have been focused on by the author of this paper. The changes are necessary for the successful development of human recourse in the country in its struggle for the European integration. The mechanisms for the changes are to be introduced in the updated educational legislation. We do not really have time. We should unite and, instead of passively expecting changes, become the explorers and agents of the reform in education.

Źródło:

Labor et Educatio; 2015, 3; 81-92
2353-4745
2544-0179

Pojawia się w:

Labor et Educatio

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 89.

Tytuł:

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

Autorzy:

Skura, Monika

Powiązania:

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

Data publikacji:

2019-11-03

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

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

Opis:

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

Źródło:

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

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 90.

Tytuł:

Inkluzja w ujęciu Papieża Franciszka inspiracją dla edukacji włączającej

Autorzy:

Kozubek, Mariola Teresa

Powiązania:

https://bibliotekanauki.pl/articles/1492159.pdf

Data publikacji:

2020

Wydawca:

Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej

Tematy:

wychowanie inkluzyjne
Papież Franciszek
pakt wychowawczy
inclusive education
Pope Francis
educational pact

Opis:

W artykule ukazano rzeczywistość inkluzji w ujęciu Papieża Franciszka, charakterystyczne jej cechy oraz wynikające z tego inspiracje dla edukacji włączającej. Tematyka nie została dotąd opisana w polskiej pedagogice, dlatego celem artykułu jest zwrócenie uwagi na nowatorski, pedagogiczny potencjał jaki zawiera nauczanie Franciszka w zakresie wychowania włączającego. Opisana problematyka jest odpowiedzią na trzy pytania: Kto jest podmiotem inkluzji w ujęciu Franciszka? Jaki jest cel inkluzji, którą żyje i głosi Franciszek i kto jest do niej wezwany? W jaki sposób kształtować w wychowankach postawę otwartości, która warunkuje inkluzję? W Zakończeniu artykułu wskazano na nowatorskie aspekty wychowania włączającego, jakie prezentuje doświadczenie i myśl pedagogiczna Papieża Franciszka.

Źródło:

Rozprawy Społeczne; 2020, 14, 4; 18-33
2081-6081

Pojawia się w:

Rozprawy Społeczne

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 91.

Tytuł:

Przyjaciele dla naszych dzieci – rola rodziców w organizacji procesu wspomagania rozwoju dzieci z zespołem Downa
Friends for our children – the role of parents in the organization of supporting the development of children with Down syndrome

Autorzy:

Jędrzejowska, Agnieszka

Powiązania:

https://bibliotekanauki.pl/articles/2086045.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji

Tematy:

wspomaganie rozwoju
przyjaźń dziecięca
edukacja włączająca
supporting the development
friendship
inclusive education

Opis:

Tekst przedstawia edukację włączającą jako nowe systemowe rozwiązanie na etapie wychowania przedszkolnego dla dzieci z zespołem Downa. Współpraca między rodzicami (inicjatorami innowacji) a władzami miasta Wrocławia zaowocowała w 2009 roku utworzeniem oddziałów integracyjnych z homogeniczną niepełnosprawnością (z zespołem Downa). Powszechnie w grupach integracyjnych nadal dominują różne niepełnosprawności. Celem artykułu jest wskazanie odpowiedzi na pytanie: skąd u rodziców wzięła się myśl na takie decyzje oraz jakie są efekty wprowadzonych zmian? Należy również mieć świadomość, że role organizatorów procesu edukacji i uczestników przenikają się wzajemnie, a zadania organizatora często podejmują dzieci, pokazując przez choćby swoje osiągnięcia i niepowodzenia warunki potrzebne do bezpiecznego funkcjonowania w nowym mikroświecie. Bezpieczeństwo i wynikający z tego szczęśliwy rozwój dzieci zależny jest głównie od więzi między rówieśnikami. Na podstawie obserwacji wskazuję przyczyny, warunki budowania relacji wśród tych dzieci; wskazuję na wspólne w ich rozwoju „miejsca”, które zbliżają te dzieci do siebie.
The article explains the inclusive education – new system solution for children with Down syndrome in kindergarten. In the following, I would like to elaborate on this in more detail. Parents of children with Down syndrome have established an agreement with the government of Wroclaw. In 2009 the director of the Education Department has introduced a new law. This is an innovation because in groups were included children with homogenous disability (it was common that children with different disabilities went to the same group). In this part I would like to answer the question: Why did parents consider inclusive education? The security of children with Down syndrome is mainly dependent on the relationships among peers with Down syndrome. Based on observation, I would like to present when these children build relationships and when they feel safe. The safety and the happy development of children is dependent mainly from the relationships between peers. On the basis of observations I show causes, conditions of building the relationships among these children.

Źródło:

Wychowanie w Rodzinie; 2015, XI, (1/2015); 335-344
2082-9019

Pojawia się w:

Wychowanie w Rodzinie

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 92.

Tytuł:

Increasing the Competence of Teachers in the Formation of Socio-Emotional Skills of Inclusive Classes Pupils

Autorzy:

Skrypnyk, Tetiana
Maksymchuk, Mariia
Martynchuk, Olena
Suprun, Hanna
Pavliuk, Roman

Powiązania:

https://bibliotekanauki.pl/articles/1964296.pdf

Data publikacji:

2021-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

social-emotional skills
teacher competence
pupils with SEN
inclusive education
expert coaching

Opis:

The article presents a study aimed at increasing the competence of teachers in the formation of social-emotional skills of inclusive classes pupils. Preliminary study showed a low level of teachers’ awareness of strategies to influence the social-emotional sphere of pupils and the lack of purposeful and consistent action in this direction. The proposed program of increasing the competence of teachers was based on the stages of consistent development of social-emotional skills. The conducted training program demonstrated a significant improvement in the ability of teachers to meaningfully develop social-emotional skills of inclusive classes pupils, which is an important factor for their success in social interaction and life in general.

Źródło:

The New Educational Review; 2021, 65; 224-235
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 93.

Tytuł:

Research on implementing inclusive education for municipality and preschool levels in Taiwan

Autorzy:

Lin, Su-Jan

Powiązania:

https://bibliotekanauki.pl/articles/2079814.pdf

Data publikacji:

2021-12-12

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

inclusive education
document analysis
action research
case method
municipality
preschool
differentiated instruction

Opis:

Taiwan’s inclusive education has been developed fully through national legislations and local government policies since 1984 within the Special Education Act. This national law clearly mandates the concept of inclusive education for the students with special education needs starting from the age of two. This article presents two sections of research on the implementation of regulations in inclusive education. The first was at the local government level of Kaohsiung City with design for the in-service teachers training program in special education. The second one was a school-wide level focus on differentiated instruction implementation for kindergarten teachers. The document analysis, action research and case method were applied in these studies. The result of the first section study was that 52 preschool teachers completed a 60-hour special education professional course held by Kaohsiung City in 2019 to 2020. The result of the second section study was a school-wide inclusive education practical model with administrative suport and teachers’ competency in differentiated instruction of six cases. Two studies showed positive results of inclusive education practice for a municipality and a preschool level in Taiwan.

Źródło:

Człowiek - Niepełnosprawność - Społeczeństwo; 2021, 53(3); 17-34
1734-5537

Pojawia się w:

Człowiek - Niepełnosprawność - Społeczeństwo

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 94.

Tytuł:

Kształcenie osób niepełnosprawnych w Holandii
Teaching of disabled people in the Netherlands

Autorzy:

Marciniak-Paprocka, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/2141824.pdf

Data publikacji:

2021-07-09

Wydawca:

Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach

Tematy:

inclusive education
Netherlands
teaching disabled people
edukacja włączająca
Holandia
kształcenie osób niepełnosprawnych

Opis:

W prezentowanym artykule zamieszczone zostały informacje na temat kształcenia osób niepełnosprawnych w Holandii. Zgodnie z polityką oświatową tego kraju, istnieją dwie ścieżki pracy z uczniem niepełnosprawnym. Nauczanie dziecka w szkole specjalnej stosowane jest w przypadkach koniecznych, natomiast zawsze, kiedy jest to możliwe, powinno odbywać się w szkole z rówieśnikami pełnosprawnymi. Początki kształcenia specjalnego w Holandii sięgają XVII wieku.
This paper presents the analysis about learning disabled people in the Netherlands. According to the educational policy of the country, there are two paths work with students with disabilities. Teaching a child with disability in a special school is used when necessary, always when possible should teach it at school with non-disabled peers. Beginnings of special education in the Netherlands dates back to the seventeenth century.

Źródło:

Student Niepełnosprawny. Szkice i rozprawy; 2013, 13(6); 89-98
1689-6416

Pojawia się w:

Student Niepełnosprawny. Szkice i rozprawy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 95.

Tytuł:

Support Teachers in the Education of Students with Autism and Asperger Syndrome in Integrated and Mainstream Schools

Autorzy:

Szafrańska, Anida

Powiązania:

https://bibliotekanauki.pl/articles/940937.pdf

Data publikacji:

2019-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

autism spectrum disorders
education of students with ASD
integrated and inclusive education
support teacher

Opis:

The article presents a pilot study of the tasks of support teachers in relation to students with autism, including those with Asperger’s syndrome. Data contained in the Educational Information System shows a significant increase in the number of students with this type of disorder studying in integrated units and mainstream schools. The education of students with autism and Asperger’s syndrome is difficult due to their deficits in the cognitive sphere, as well as problems in social and emotional functioning. When carried out in an appropriate manner, with relevant professionalsupport, the inclusion of autistic children may be beneficial both for the children’s intellectual, social and emotional development, as well as other students.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 26; 59-79
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 96.

Tytuł:

Inclusive and cooperative approach to children from socially disadvantaged background

Autorzy:

Jablonský, Tomáš
Zastková, Zdenka

Powiązania:

https://bibliotekanauki.pl/articles/1932505.pdf

Data publikacji:

2020-12-30

Wydawca:

Państwowa Wyższa Szkoła Zawodowa w Chełmie

Tematy:

Inclusive education
Inclusive environment
Pupils from socially disadvantaged background
Cooperative learning
Principles of cooperative learning

Opis:

Being able to understand the diversity of pupils in teaching brings many opportunities to establish various innovations in order to achieve more efficient results of education. One of the current trends in education is supportive inclusive education that is based on respecting the diversity of pupils. This contribution understands inclusive education as a way of implementing the educational process that suits the developmental needs of all pupils. Based on this understanding it identifies factors that influence the performance of pupils coming from socially disadvantaged background and it describes implications relating to confidence, attitudes and motivation of these pupils to learn. Within stimulation of the developmental needs of socially disadvantaged pupils we analyse the possibility to create attractive educative environment by the means of cooperative learning.

Źródło:

Scientific Bulletin of Chełm - Section of Pedagogy; 2020, 1; 41-48
2084-6770

Pojawia się w:

Scientific Bulletin of Chełm - Section of Pedagogy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 97.

Tytuł:

The use of Petri Nets for inclusive education IT-support

Autorzy:

Shestakevych, T.
Pasichnyk, V.

Powiązania:

https://bibliotekanauki.pl/articles/411151.pdf

Data publikacji:

2015

Wydawca:

Polska Akademia Nauk. Oddział w Lublinie PAN

Tematy:

inclusive education
persons with special needs
Petri nets
parallel processes
information technology

Opis:

The work is devoted to inclusive education process modeling by means of Petri nets with the aim to formalize the requirements to information technology support of such learning. The analysis of mathematical model of the inclusive education process allowed identifying factors of influence on this process. The study of specific interaction of external and internal factors and their influence on the output parameters was carried out, using the analysis of the procedure of educational aim achievement and additional conditions. Petri net of the education process of a person with special needs was developed. The decomposition process of inclusive education in the form of serial and parallel implementation of relevant educational tasks allowed developing functional requirements to a complex information technology of inclusive education support. For the design of information technology for information storage and structuring in the process of inclusive education, a mathematical model of subject domain description formation process was used.

Źródło:

ECONTECHMOD : An International Quarterly Journal on Economics of Technology and Modelling Processes; 2015, 4, 2; 33-38
2084-5715

Pojawia się w:

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

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 98.

Tytuł:

Work of teachers co-organising the process of education of pupils with special educational needs in the opinions of public school teachers

Autorzy:

Niemiec, Marta

Powiązania:

https://bibliotekanauki.pl/articles/938913.pdf

Data publikacji:

2019-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

support teacher
inclusive education
pupil with special educational needs
public educational system

Opis:

One of the key issues within the area of issues related to contemporary special education is inclusive education. The purpose of the presented article is to analyse the key entities participating in the teaching and upbringing of pupils in the public educational system – the roles, tasks, professional qualifications, predispositions and personality traits of teachers of pupils with special educational needs. The article also presents results of research carried out by the author among teachers at public schools in the Silesian Voivodeship.

Źródło:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 26; 81-102
2300-391X

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 99.

Tytuł:

Edukacja włączająca i integracyjna. O pozornej tożsamości znaczeń
Inclusive and integrated education. The apparent identity of meanings

Autorzy:

Antonik, Aleksandra

Powiązania:

https://bibliotekanauki.pl/articles/460121.pdf

Data publikacji:

2015

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

edukacja włączająca
edukacja integracyjna
specjalne potrzeby edukacyjne
inclusive education
integrated education
special educational needs

Opis:

Aktualnym światowym standardem i celem reform w zakresie edukacji osób o specjalnych potrzebach, wyznaczanym przez międzynarodowe organizacje takie jak UNESCO, jest umożliwianie im korzystania z wysokiej jakości kształcenia w ramach szkół rejonowych. Celem artykułu jest naświetlenie podstawowych różnic pomiędzy edukacją włączającą a integracyjną, która często jest błędnie utożsamiana z tą pierwszą, pozostającą bliżej form segregacyjnych. Analiza przeprowadzona została w oparciu o akty prawne regulujące kształt – aspirującego do miana włączającego – polskiego systemu edukacyjnego.
The current world standard and aim of educational reform for people with special educational needs, as indicated by international organizations as UNESCO, is to enable them to take advantage of a high level of equality in local schools. The aim of the article is to highlight the differences between inclusive and integrated education which are often treated as synonyms, although the latter is closer to a form of segregation. This analysis was conducted on the base of laws regulating the structure of the Polish educational system.

Źródło:

Ogrody Nauk i Sztuk; 2015, 5; 367-372
2084-1426

Pojawia się w:

Ogrody Nauk i Sztuk

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 100.

Tytuł:

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

Autorzy:

Kolypayeva, Alla

Powiązania:

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

Data publikacji:

2016-03-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

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

Opis:

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

Źródło:

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

Pojawia się w:

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

Dostawca treści:

Biblioteka Nauki

/5

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