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1
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Wyzwolenie czy uzależnienie? Problem pośrednictwa językowego i nowych obszarów niesamodzielności w komunikacji osób niepełnosprawnych

100%
Podgórska-Jachnik D.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2016
|
issue 12
213-227
EN
W artykule przedstawiono problem osób niepełnosprawnych zależnych od pośrednika językowego w komunikacji alternatywnej i wspomagającej (AAC). AAC jest dla nich okazją do osobistego wyzwolenia z opresji izolacji, chociaż specyfiką tej komunikacji jest ograniczony krąg uczestników, a czasem uzależnienie od tłumacza lub facylitatora. Ten typ zagrożenia rozwoju można jednak ograniczyć przez świadome kształtowanie środowiska komunikacyjnego i kontrolowania rozwoju relacji: osoba z niepełnosprawnością – pośrednik językowy. Pokonanie bariery komunikacyjnej jest ważnym procesem wyzwalania się z ograniczeń wynikających z niepełnosprawności.
2

Specjalne i nie-specjalne. Dylematy współczesnego podejścia do potrzeb osób z niepełnosprawnością

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Podgórska-Jachnik D.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2018
|
issue 21
PL
The article is devoted to the problems of disability seen through the prism of needs, both those referred to as special (special educational, developmental, professional needs), as well as those universal. The term (special) needs were analyzed, in particular the problem of losing its basic, psychological significance in the special pedagogy of recent years, as well as its theoretical and practical explorations in relation to nursing-compensating, educational and therapeutic activities. Text points attention to the need to update analyzes consistent with the idea of inclusion, in relation to the issue of the needs of people with disabilities, as a motivating factor and compensation area.
3
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Pedagogika emancypacyjna a pedagogika specjalna – kluczowe kategorie w emancypacyjnym dyskursie niepełnosprawności

100%
Podgórska-Jachnik D.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2015
|
issue 10
15-32
EN
Interest of special education in the issue of emancipation emerges from an opres- sion, often experienced by people with disabilities. Emancipation is usually under- stood as liberation from all kinds of dependence, oppression or fear, as the attain- ment of self-reliance and independence. This justifies the importance of stimulating the activity of emancipation by special educators. The issue, however, is a way of shaping emancipation competences. Although the emancipatory paradigm has not yet been fully utilized within this sub-discipline, it seems to be an inspiring research perspective. The article presents the key issues, discourses and concepts associated with the paradigm of emancipation in special education.
4
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Specjalne i nie-specjalne. Dylematy współczesnego podejścia do potrzeb osób z niepełnosprawnością

100%
Podgórska-Jachnik D.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2018
|
issue 21
69-88
EN
The article is devoted to the problems of disability seen through the prism of needs, both those referred to as special (special educational, developmental, professional needs), as well as those universal. The term (special) needs were analyzed, in particular the problem of losing its basic, psychological significance in the special pedagogy of recent years, as well as its theoretical and practical explorations in relation to nursing-compensating, educational and therapeutic activities. Text points attention to the need to update analyzes consistent with the idea of inclusion, in relation to the issue of the needs of people with disabilities, as a motivating factor and compensation area.
5
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Wsparcie społeczne dla osób z niepełnosprawnością a refleksja nad „dobrą” i „złą” charytatywnością

100%
Podgórska-Jachnik D.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2017
|
issue 16
185-206
EN
Difference / disability is associated with limitations in social contacts and the risk of social exclusion. Charity and philanthropy not only are an opportunity for people with disabilities but they also pose a threat. The article deals with ‘positive’ and ‘negative’ charities, as well as ethical guidance to these activities. The text asks about the 21st century model of NGOs’ support for people at risk of social exclusion.
PL
Difference/disability is associated with limitations in social contacts and the risk of social exclusion. Charity and philanthropy not only are an opportunity for people with disabilities but also pose a threat. The article deals with “positive” and “negative” charities, as well as ethical guidance to these activities. The text asks about the 21st century model of NGOs support for people at risk of social exclusion.
6
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Selective mutism and shyness. Differential diagnosis and strategies supporting child development

100%
Podgórska-Jachnik D.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2020
|
issue 30
PL
The article deals with the problem of differential diagnosis of extreme reticence or selective speech in a child, categorised as selective mutism and shyness. Selective mutism is an increasingly recognized disorder among preschool and school children. It manifests itself functionally in the sphere of speech and communication, but in relation to the anxiety factor. As an anxiety disorder, it is categorised in the latest medical classifications ICD-11 and DSM-5, and therefore, primarily psychological or psychiatric therapeutic intervention could be expected. The specificity of the pathomechanism of selective mutism, however, requires interdisciplinary activities, with a room for a speech therapist, a special pedagogue (e.g. at a public school as a supporting teacher), any other pedagogue working with the child (educator, teacher of integrated classes, subject teacher), other specialists (therapist pedagogue, physiotherapist), as well as the parents. The speech therapist may play a special role in the diagnosis of mutism in the conditions of inclusive education, as he will probably be the first specialist who will receive a child who is not speaking or very taciturn at a public school. In the article, the diagnosis of selective mutism is associated with the differential diagnosis of shyness, which may not be treated as a disorder, but only a certain personality trait, but with incompetent pedagogical support in everyday educational practice it can lead to more serious difficulties, including logophobia and mutism. The diagnosis of mutism requires specialised therapeutic measures, but with the awareness of the differences in the situations of a shy child and a child with mutism, it is worth learning some supportive strategies that are useful in both cases.
7
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Coaching and mentoring – educational approach

51%
Podgórska-Jachnik D., Adelbayeva N., Gabdrakhmanova S.
Rocznik Lubuski
|
2020
|
vol. 46
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issue 1
191-200
PL
Coaching i mentoring stały się w ostatnich latach popularnymi metodami wspomagającymi rozwój osobisty. Szczególnie chętnie wykorzystywane są w zarządzaniu i biznesie, choć to nie ogranicza ich zastosowań. Obie metody są silnie związane z pedagogiką i edukacyjną filozoficzną refleksją na temat przekazywania i spersonalizowanego tworzenia indywidualnych zasobów wiedzy. Artykuł ukazuje podstawowe założenia coachingu i mentoringu, różnice i podobieństwa między nimi. Refleksja taka jest ważna z punktu widzenia konieczności wzbogacania tradycyjnych kształcenia, zarówno szkolnego, jak i pozaszkolnego – szczególnie edukacji i reedukacji dorosłych.
EN
In the recent years, coaching and mentoring have become popular methods of supporting personal development. They are willingly used, in particular, in management and business, but not only. Both methods are strongly associated with pedagogy as well as educational and philosophical reflection on the transfer and personalized creation of individual resources of knowledge. The article discusses the basic assumptions of coaching and mentoring, as well as differences and similarities between them. This reflection is important from the point of view of the need to enrich traditional education, both in and outside of school – especially in the education and re-education of adults.
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