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    Wyświetlanie 1-14 z 14
    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
    Artykuł
    Tytuł:
    Foreign language trainee teachers’ concerns and preparedness to implement inclusive instructional practices with learners with special educational needs: training induced changes
    Autorzy:
    Nijakowska, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/16464220.pdf
    Data publikacji:
    2022-08-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    special educational needs
    foreign language teacher education
    inclusive teaching practices
    teacher concerns
    teacher preparedness
    kształcenie nauczycieli języków obcych
    włączające praktyki w nauczaniu
    przygotowanie nauczycieli
    obawy nauczycieli
    specjalne potrzeby edukacyjne
    Opis:
    The study was conducted in a group of second year university students – pre-service teachers of English as a foreign language (EFL). The aim of the study was to investigate how the trainee teachers’ participation in a compulsory SEN-dedicated course delivered online impacted their self-reported concerns and preparedness to implement inclusive teaching practices with foreign language (FL) learners with special educational needs (SEN). A semester-long course was designed and conducted as part of emergency remote instruction during the COVID-19 pandemic. Data was collected online via before and after course questionnaires. Principal component analysis of the preparedness and concerns scales led to a two-factor (F1 – self-efficacy beliefs and knowledge and F2 – attitudes) and a single factor solution (concerns) respectively. The pre- (N=113) and post-course (N=86) online survey responses were compared with regard to all the factors. The analysis showed that the participants’ post-course attitudes were more positive than at the beginning of the course, but the difference was not statistically significant. We observed a statistically significant increase in the trainee teachers’ post-course self-efficacy beliefs and knowledge of inclusion and SEN, with a large effect size. This change was paired with a statistically significant increase in their post-course concerns, with medium effect size for the change. A series of one-way MANOVAs showed that the effect of demographic variables (gender, teaching experience other than during practicum, experience with learners with SEN) on all factors across the two datasets was not statistically significant.
    Źródło:
    Neofilolog; 2022, 58/2; 161-178
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Uczniowie z doświadczeniem migracji na lekcjach języka niemieckiego w polskiej szkole podstawowej – perspektywa nauczycieli
    Primary school students with migration backgrounds in the German language classroom – the teachers` perspective
    Autorzy:
    Janicka, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/52566853.pdf
    Data publikacji:
    2024
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    students with migration background
    the concept of Universal Design for Learning
    inclusive teaching
    the teachers` perspective
    uczeń z doświadczeniem migracji
    koncepcja Universal Design for Learning
    nauczanie inkluzyjne
    perspektywa nauczycieli
    Opis:
    In February 2022, the invasion of Ukrainian territories by Russian forces took place, leading to a mass exodus of the Ukrainian population from the war-affected areas. Many individuals who left Ukraine due to the war sought refuge in Poland, and their children began attending Polish schools. Some of these children appeared in Polish classes only temporarily, but as reported by the Ministry of Education and Science in September 2023, 180,000 students from Ukraine began their education in Polish schools. The influx of Ukrainian children into Polish schools posed various challenges, especially for foreign language teachers, as their classes became linguistically and culturally heterogeneous. The aim of the conducted study was to answer the following questions: (1) What kind of challenges do German language teachers face in classes where students from Ukraine are learning? (2) Which teaching techniques do German language teachers consider most effective in linguistically and culturally heterogeneous classes? The article presents the results of the study conducted through interviews using an unstructured dialogical method with four German language teachers teaching elementary school students with migration experience. The research framework was based on the concept of Universal Design for Learning, taking into account the principles of inclusive teaching.
    Źródło:
    Neofilolog; 2024, 62/2; 427-443
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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
    Artykuł
    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
    Artykuł
    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
    Artykuł
    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
    Artykuł
    Tytuł:
    Some Challenges for the Teaching Profession
    Autorzy:
    Piwowarski, Rafał
    Powiązania:
    https://bibliotekanauki.pl/articles/44454618.pdf
    Data publikacji:
    2024
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    teaching profession
    inclusive education
    expenditure on edu-
    cation
    teachers’ salaries
    student performance
    scientific capital
    Opis:
    Purpose and problems: The purpose of this article is to investigate some challenges for working teachers and to present selected issues that are not always known and understood, but which concern one of the key problems of education: the profession of teaching. Research methods: In this article, the “teacher” aspect is examined in a comparative context: from the perspective of social, economic and political conditions. For this purpose, methods of comparative analysis relating to a number of indicators and information from an international perspective are used (based on a critical choice of data from different studies). This helps clarify some relationships that can be found. Structure of the article: The article consists of three parts. The first part focusses on inclusive education (here limited mainly to the inclusion of culturally and linguistically diverse students). The second addresses the financing of education and the work of the teacher (with a focus on student performance against this background), whilst the third part covers issues such as digital transformation and scientific capital. Research findings and their impact on the development of educational sciences: The information and theses presented herein allow one to look at the teaching profession in a way that is less pedagogical and more political or social. Results/recommendations: Firstly, the paper shows that many teachers are not well-prepared to teach students from different ethnic backgrounds, speaking foreign languages etc. A second, somewhat more widely discussed point is that teachers generally earn less than workers with similar education. Furthermore, in some cases, it is not always more funding for education or higher salaries for teachers that result in better student performance. Thirdly, teachers should keep up with the digital transformation and teaching needs connected with science capital.
    Źródło:
    Multidisciplinary Journal of School Education; 2024, 13, 1 (25); 253-271
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Action Research as a Path to Change in the Teaching/Learning Process
    Autorzy:
    Cierpiałowska, Tamara
    Powiązania:
    https://bibliotekanauki.pl/articles/44450055.pdf
    Data publikacji:
    2023
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    action research
    universal design in education (UDL)
    inclusive education
    teaching-learning process
    change in the educational process
    Opis:
    Objectives of the research: The aim of this article is to present the action research method and the methodology for its implementation, using the example of a framework report of research conducted by the author. The research presented herein was designed to capture the changes in the teaching/learning process in a selected classroom following the implementation of the Universal Design for Learning (UDL) approach. Research methods: The method used in the research was the action research method. A short description of the context of the issue: In a rapidly changing world, education researchers face the challenge of how to study and analyze the educational process, which is (and must remain) changeable in order to keep up with the changing reality. Action research is an interesting methodological proposal. Three cycles of research are presented; for each cycle, the planning process (including research questions), actions taken, data collection methods, and results were specified separately. Research findings: The analysis shows that the research and innovative activities resulted in the development of students’ skills in planning, organizing, and managing their learning, as well as the development of their independence, responsibility, creativity, and problem-solving skills. Their willingness to cooperate also increased. As a result, they became more active (self‑)learners. At the same time, the teachers shifted from their traditional, central role of teaching others to that of facilitators, creating learning conditions for a diverse group of students. Conclusions and recommendations: It was demonstrated that action research is a valuable way of bringing about reflective change in the teaching/learning process. Action research is worth promoting to teacher-practitioners, as it is an effective way to introduce bottom-up changes that optimize the educational process.
    Źródło:
    Multidisciplinary Journal of School Education; 2023, 12, 2 (24); 257-275
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    UCZEŃ ZE SPECJALNYMI POTRZEBAMI EDUKACYJNYMI NA LEKCJI JĘZYKA OBCEGO W SZKOLE PODSTAWOWEJ – ROLA NAUCZYCIELA I ŚRODOWISKA SZKOLNEGO W REALIZACJI KONCEPCJI INKLUZJI
    The student with special educational needs in the primary language classroom – the role of the teacher and school environment in effecting inclusion
    Autorzy:
    Janicka, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/443029.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    special educational needs
    inclusive didactics
    foreign language teaching
    primary schools
    specjalne potrzeby edukacyjne
    dydaktyka inkluzyjna (włączająca)
    nauczanie języków obcych
    szkoły podstawowe
    Opis:
    The article presents the tenets of the inclusion concept and the ways as well as the problems concerned with its implementation. Special attention has been given to primary school-students with special educational needs in the language classroom. In the article results of a research project are presented. The project had two aims. The first was to elicit the level of implementation of the inclusion concept at Polish primary schools using the example of teaching foreign languages. The other aim was to sensitise the students of applied linguistics – future language teachers – to the challenges concerned with teaching languages to children with special educational needs.
    Źródło:
    Neofilolog; 2017, 49/1; 25-39
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Przemiany w języku i ich odzwierciedlenie w materiałach do nauczania języka polskiego jako obcego. Analiza serii Hurra!!! Po polsku oraz Polski, krok po kroku pod kątem obecności form języka włączającego
    Language changes and their reflection in textbooks for teaching polish as a foreign language. An analysis of Hurra!!! Po polsku and Polski, krok po kroku in terms of the presence of forms of inclusive language
    Autorzy:
    Szott, Maciej
    Powiązania:
    https://bibliotekanauki.pl/articles/47064850.pdf
    Data publikacji:
    2024
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    inclusive language
    inclusivity
    inclusivity in teaching Polish as a foreign language
    język włączający
    język inkluzywny
    inkluzywność
    inkluzywność w nauczaniu języka polskiego jako obcego
    Opis:
    Zagadnienie etyki języka i komunikacji, rozumiane jako włączanie do dyskursu grup językowo dyskryminowanych, jest w polszczyźnie czymś względnie nowym. Wraz z rozwojem koncepcji języka włączającego pojawiła się potrzeba aktualizacji materiałów do nauczania języka polskiego jako obcego. Niniejszy artykuł weryfikuje, czy dwie najpopularniejsze serie podręczników do nauczania języka polskiego jako obcego, tj.: Hurra!!! Po polsku oraz Polski, krok po kroku, odpowiadają normom współczesnej polszczyzny inkluzywnej. Przed przystąpieniem do analizy odwołano się do teorii relatywizmu językowego jako podstawowego uzasadnienia dla koncepcji języka i komunikacji włączającej. Następnie podjęto się próby zdefiniowania, czym jest język włączający. Badanie objęło zarówno warstwę słowną, jak i szatę graficzną podręczników. W czasie analizy poszukiwano obecności włączających strategii językowych dla ośmiu wybranych grup językowo dyskryminowanych, tj.: kobiet, osób nieheteronormatywnych, niebinarnych, starszych, chorujących, z niepełnosprawnościami, a także o różnym kolorze skóry i pochodzeniu. Jak wykazano, w obu publikacjach występują zarówno formy włączające, jak i wykluczające. Inna jest natomiast częstotliwość stosowania strategii inkluzywnych, co nie pozostaje bez wpływu na ostateczną ocenę. Na rynku dostępnych jest wiele podręczników do nauczania języka polskiego jako obcego, dlatego istnieje szerokie pole do realizacji podobnych badań. Z pewnością warte dyskusji jest też uwzględnienie języka włączającego w programach nauczania na różnych poziomach zaawansowania językowego osób uczących się.
    The issue of the ethics of language and communication is relatively new in the Polish language. With the development of the inclusive language concept, there was a need to update materials for teaching Polish as a foreign language. This article verifies whether the two most popular series of textbooks for teaching Polish as a foreign language, i.e. Hurra!!! Po polsku and Polski, krok po kroku, correspond to the norms of contemporary assumptions of inclusive Polish language. Before the analysis, the theory of linguistic relativism was referred to as the basic justification for the concept of inclusive language and communication. Then, attempts were made to define what inclusive language is. The study covered both the verbal layer and the graphic design of textbooks. During the analysis, the presence of inclusive language strategies was sought for eight selected linguistically discriminated groups, i.e. women, non-heteronormative, non-binary, elderly and ill people, people with disabilities, as well as people of colour. The study showed that both inclusive and exclusive forms are present in both publications. However, the frequency of using inclusive strategies is different, which has an impact on the final assessment. There are many textbooks for teaching Polish as a foreign language available on the market, which is why there is a wide field for similar research. It is certainly worth discussing the inclusion of inclusive language in curricula at different levels of language proficiency of learners.
    Źródło:
    Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2024, 31; 283-294
    0860-6587
    2449-6839
    Pojawia się w:
    Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Analiza projektów studenckich dotyczących pracy dydaktycznej z uczniami o specjalnych potrzebach edukacyjnych w klasie włączającej i zdigitalizowanym środowisku – odpowiedź na czasy pandemii COVID-19
    An analysis of students’ projects concerning didactic work with learners with Special Educational Needs in a traditional inclusive classroom and in a digital environment – responding to the times of the Covid-19 pandemic
    Autorzy:
    Król-Gierat, Werona
    Rak, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/16464698.pdf
    Data publikacji:
    2022-08-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    Special Educational Needs
    inclusive education
    digital teaching
    student projects
    Covid-19 pandemic
    specjalne potrzeby edukacyjne
    edukacja włączająca
    nauczanie zdigitalizowane
    projekty studenckie
    pandemia COVID-19
    Opis:
    The 2020/21 academic year proved to be unprecedented in many ways for students and lecturers alike. The need to move from traditional education to a virtual classroom during the Covid-19 pandemic became a stimulus to seek new ways to work and expand knowledge. The aim of this paper is to present the outcome of project work completed by university students of a teaching specialization, which included ways of teaching and ICT tools suitable for working with learners with Special Educational Needs (SEN) in a traditional classroom and in a digital environment. With the increase in remote learning, the challenge of meeting the needs of learners with SEN is considerable. Therefore, inclusive classrooms should be designed with remote learning in mind, so that the teachers are ready to substitute or enrich traditional resources with educational technologies. With the right solutions, teachers can innovate and redefine their classrooms, remodelling them into a mix of face-to face and online delivery. However, different categories of SEN require different solutions. The analysis of the projects confirms that when students are involved in problem-solving and focusing on solutions, they learn more about how to contribute to effective learning in a meaningful way.
    Źródło:
    Neofilolog; 2022, 58/2; 227-239
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Metody i strategie w edukacji dzieci ze specjalnymi potrzebami edukacyjnymi
    Methods and Strategies in Education of Children with Special Educational Needs
    Autorzy:
    BARŁÓG, KRYSTYNA
    Powiązania:
    https://bibliotekanauki.pl/articles/456333.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    specjalne potrzeby edukacyjne edukacja włączająca
    metody
    strategie nauczania
    dzieci ze specjalnymi potrzebami edukacyjnymi
    special educational needs
    inclusive education
    methods
    teaching strategies children with special needs
    Opis:
    W artykule podjęto problem istotny z punktu widzenia edukacji inkluzyjnej dzieci ze specjalnymi potrzebami edukacyjnymi, odnoszący się do wykorzystania w edukacji nowatorskich propozycji, sposobów pracy z uczniami ze specjalnymi potrzebami edukacyjnymi w szkole masowej. Autorka prezentuje teoretyczne uzasadnienia, argumentuje zasadność wykorzystywania atrakcyjnych propozycji pracy edukacyjnej z uwzględnieniem specjalnych potrzeb i możliwości, ale i ograniczeń uczniów ze specjalnymi potrzebami edukacyjnymi. Badania własne potwierdzają szczególne znaczenie wprowadzanych do edukacji inkluzyjnej metod i nowatorskich strategii dla dokonywania pozytywnych zmian w rozwoju i zaspokajaniu specjalnych potrzeb.
    The article tackles the problem important from the point of view of inclusive education of children with special educational needs referring to the use in education of innovative proposals for ways of working with students with special educational needs referring to the use in education of innovative proposals for ways of working with students with special educational needs in a mass school. The author presents theoretical justifications, argues the sense of using attractive proposals for educational work taking into account special needs and abilities, but also limitations of students with special educational needs. Author’s own research confirms the particular importance of the methods and innovative strategies introduced into inclusive education for making positive changes in development and satisfying special needs.
    Źródło:
    Edukacja-Technika-Informatyka; 2018, 9, 4; 435-441
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Indywidualizacja nauczania na lekcji języka obcego – utopia czy konieczność?
    Individualisation of teaching in the language classroom – utopia or necessity?
    Autorzy:
    Janicka, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/555442.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
    Tematy:
    individualisation
    teaching and learning foreign languages
    inclusive didactics
    public schools
    primary students
    different usage of recourses
    indywidualizacja
    nauczania i uczenie się języków obcych
    szkoły publiczne
    szkoły podstawowe
    inne wykorzystanie zasobów dostępnych w szkole
    Opis:
    The aim of this article is to highlight these aspects of individualisation within the learningteaching-process of foreign languages, which are attainable in public schools. These methods may require more teachers` effort, but their implementation needs particularly a new attitude and a different usage of the recourses available at school, which is a concern of inclusive didactics. In the first part of the article the origin of individualisation in the process of learning and teaching foreign languages will be discussed. In the second part a conducted research concerned with the individualisation of teaching foreign languages in primary schools will be presented.
    Źródło:
    Applied Linguistics Papers; 2018, 25/1; 85-97
    2544-9354
    Pojawia się w:
    Applied Linguistics Papers
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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