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Gotowość do akceptacji rówieśników z niepełnosprawnością intelektualną we wspólnej przestrzeni edukacyjnej

100%
Chodkowska M., Kazanowski Z.
Kwartalnik Pedagogiczny
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2019
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vol. 64(3 (253))
56-74
PL
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.
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Gotowość integracyjna a aprobata społeczna uczniów liceum w kontekście wybranych zmiennych demograficznych

100%
Kazanowski Z., Gindrich P. A.
Kwartalnik Pedagogiczny
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2019
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vol. 64(3 (253))
75-90
PL
The purpose of the study is to identify the correlations between the high school students’ readiness for inclusion and their social desirability with respect to such demographic variables as: gender, place of residence and age. The research attempts to answer one major question: Is the students’ readiness for inclusion linked to social desirability? A Polish sample of 200 high school students aged between 16 and 18 (115 females and 85 males) participated in the study. The need for approval was assessed with Social Desirability Questionnaire (KAS) by R.Ł. Drwal and J. Wilczyńska. The readiness for inclusion was measured with Readiness for Inclusion Scale by Z. Kazanowski. The research findings reveal that the students’ social desirability is positively correlated with their readiness for inclusion. The associations of this type have also been found in the groups relevant to the demographic variables. It is evident that particularly age and place of residence may have an effect on the strength of the correlations between social desirability and readiness for inclusion in the sample of youth attending high school.
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