PL EN


2012 | 2 | 31-40
Article title

Dlaczego dziecko z niepełnosprawnością zwykle staje się uczniem upośledzonym?

Authors
Content
Title variants
EN
Why Does a Child with Impairment Usually Become a Disabled Learner?
Languages of publication
PL
Abstracts
EN
The presented study aims at the identifi cation of these mechanisms in the area of integrated education as well as at showing possible consequences for educational practice and the development of disabled learners. The first is related to the biological model of disability, which is determined by the notion of physiological norm and for which organism impairment is a constitutive feature. What ranks as priority in the second standpoint are special educational needs treated as a derivative of functional disorders. This point of view is particularly visible in some psychological definitions presenting disability as individual functional disorders. The last perspective of viewing the disabled learner which is discussed here is situated in the assumptions of constructivism. Each of the presented standpoints allows for slightly different handling of the disabled learner’s school problems. In the presented article, the discussed issues are rooted in the last – constructivist approach.
PL
The presented study aims at the identifi cation of these mechanisms in the area of integrated education as well as at showing possible consequences for educational practice and the development of disabled learners. The first is related to the biological model of disability, which is determined by the notion of physiological norm and for which organism impairment is a constitutive feature. What ranks as priority in the second standpoint are special educational needs treated as a derivative of functional disorders. This point of view is particularly visible in some psychological definitions presenting disability as individual functional disorders. The last perspective of viewing the disabled learner which is discussed here is situated in the assumptions of constructivism. Each of the presented standpoints allows for slightly different handling of the disabled learner’s school problems. In the presented article, the discussed issues are rooted in the last – constructivist approach.
Year
Issue
2
Pages
31-40
Physical description
Dates
published
2012-12-10
Contributors
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.ojs-doi-10_14746_kse_2012_2_03
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.