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1

Stages Of Gender Education In Canadian Secondary Schools

100%

Zhukovskyi V., Kostiuk O.

Comparative Professional Pedagogy

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2015

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vol. 5

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issue 2

31-38

EN

The article deals with the issue of educational preconditions of gender education formation and development in Canadian secondary schools. On the basis of conducted scientific and pedagogical literature analysis it has been determined that gender education has undergone three main stages and is currently developing during its fourth, modern period. The research is focused on different aspects of gender education in Canadian schools, namely the objectives, principles, methods, content and means. The transformation dynamics of the aforementioned gender education dimensions at each stage has been examined. It has been concluded that the objectives of gender education in Canadian secondary schools have considerably evolved since 1960’s; the methods and means of teaching students about gender have become more versatile and relevant to the requirements of the present-day informational technology society; the content of gender education has extended its scope. The provision of gender education in secondary educational establishments in Canada has transformed from a haphazard “add women and stir” approach to a more consistent manner, which demands availability of certain policies (gender equity policy, anti-discrimination policy, safe schools policy) and codes of conduct in action at schools; integration of gender equity issues into different subject courses across the curriculum, as well as introducing separate fully-fledged courses, like “Women’s Studies”, “Men’s Studies”, “Gender Studies”.

2

РОЗВИТОК СИСТЕМИ ІНКЛЮЗИВНОЇ ОСВІТИ В УКРАЇНІ

86%

Левченко Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 3(47)

27-36

EN

The article summarizes the theoretical development of inclusive education in Ukraine. In the child-centered education the child’s orientation and interests, his needsdominate. The conditions and possibilities for choice of educational institution and educational programs according to the characteristics of the child are defined. The exercises to stimulate the children in different areas, ensuring their social educational protection is described. As the number of children with special needsin Ukraine is increasing, there is a problem that must be solved. Two ways to address education of children with disabilities are outlined: one involves the creation of separate groups, the other provides training for the individual plan total weight peers. But there is a right to equal access to quality education and training in a residence in the conditions of educational institutions – the right of all children. In this situation, the actual practice of teaching children with disabilities decision determines the activity of theoretical and practical problems related not only to the educational process, but also require professional training the teachers. The author stresses that according to the Concept of the development of inclusive education, inclusive education is a comprehensive process to ensure equal access to quality education for children with special educational needs by organizing their education in secondary schools through the use of student-oriented teaching methods, taking into account the individual characteristics of teaching and learning of these children. Inclusive education is a flexible, individualized learning system for children with special needs in the context of mass secondary school in the community. Training is on individual training plans and provided medical, social, psychological and pedagogical support. Inclusive education involves creating an educational environment that would meet the needs and abilities of each child, regardless of her mental and physical development features. The introduction of inclusive education of children with special needs requires the formation of a state-level new philosophy of education and in educational institutions primarily examine the need and desire of the parents of children with special educational needs for education for inclusive form, to work in teaching and student groups regarding education tolerant attitude towards this category of the students actively engage in the life of the institution students.

3

Osoby niepełnosprawne: dostępność edukacji wyższej

72%

Lejzerowicz M.

Student niepełnosprawny. Szkice i rozprawy

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2016

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issue 16(9)

235-250

EN

The aim of the study is to demonstrate the unpreparedness of universities to accept people with disabilities as well as to examine the situation of those already studying. Theoretical assumptions are based on theories of disability Freidson (1965, 1970), Parsons (1951), Thomas (2008) and Barnes, Colin and Geof Mercer (2013) and stigma concept of Goffman (1985). The aim of the research is assessment of availability of higher education for the disabled. The study is based on analysis of existing data from GUS (2008, 2014), research conducted by the Office of the Ombudsman (2011, 2015) and studies of the Foundation Institute for Regional Development (2012). Based on the analysis of existing data it can be stated that the availability of higher education for people with disabilities is limited, as well as the support offered by the institution does not meet the needs. Universities are not prepared to accept the disabled, participation of students with disabilities in education at university level is still low. Undertaken theme is important for the current social policy towards disabled people in Poland. It indicates issues for improvement in higher education, especially in work compared data from the period of 8 years, the comparison shows that the changes occurred primarily at a theoretical level, the practice remains unchanged.

PL

Celem pracy jest wykazanie nieprzygotowania uczelni wyższych do przyjęcia osób z niepełnosprawnością, jak również zbadanie sytuacji osób już studiujących. Założenia teoretyczne opierają się na teoriach niepełnosprawności Freidsona (1965, 1970), Parsonsa (1951), Thomasa (2008) oraz Barnes’a, Colina i Geofa Mercera (2013) oraz koncepcji stygmatyzacji Goffmana (1985). Badania opierają się na analizie danych zastanych, pochodzących z badań GUS (2008, 2014), badań prowadzonych przez Biuro Rzecznika Praw Obywatelskich (2011, 2015) oraz badań Fundacji Instytut Rozwoju Regionalnego (2012). Na podstawie analizy danych zastanych można stwierdzić, że dostępność uczelni wyższych dla osób z niepełnosprawnością jest ograniczona, jak również wsparcie oferowane przez uczelnię nie zaspokaja potrzeb. Uczelnie wyższe nie są przygotowane do przyjmowania osób niepełnosprawnych, udział studentów z niepełnosprawnością w edukacji na poziomie studiów wyższych jest nadal niski. Podjęty temat jest istotny dla aktualnej polityki społecznej i edukacyjnej wobec osób niepełnosprawnych w Polsce. Wskazuje na kwestie wymagające poprawy w edukacji wyższej. Istotność pracy stanowi porównanie danych pochodzących z okresu 8 lat, które wskazuje, że zmiany nastąpiły przede wszystkim na poziomie teoretycznym, praktyka pozostaje niezmieniona.

4

Just inequality or unjust quality? Implications for education

72%

Kwieciński Z.

Nauka

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2007

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issue 4

EN

Out of John Rawls’s theory of just state, the author builds up four models containing the solution to the contradictories between capitalistic rule of freedom to multiply goods and the democratic rule of equal changes. Neoliberal and conservative models both emphasize the importance of the equal start in the competition for the privileged positions and equal rights of individuals in their efforts to access the elites. On the other hand, distributive democracy models stress rather the role of structurally-granted equal access to education of all levels and equal presence of schools and universities students coming from different social groups. Commonly rejected is the model of equal results postulated by most radical leftist ideologies.

5

Priority to Organ Donors: Personal Responsibility, Equal Access and the Priority Rule in Organ Procurement

58%

Albertsen A.

Diametros

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2017

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issue 51

137-152

EN

In the effort to address the persistent organ shortage it is sometimes suggested that we should incentivize people to sign up as organ donors. One way of doing so is to give priority in the allocation of organs to those who are themselves registered as donors. Israel introduced such a scheme recently and the preliminary reports indicate increased donation rates. How should we evaluate such initiatives from an ethical perspective? Luck egalitarianism, a responsibility-sensitive approach to distributive justice, provides one possible justification: Those who decide against being organ donors limit the health care resources available to others. As such, a priority rule can be justified by a luck egalitarian approach to distributive justice. Furthermore, a priority rule inspired by luck egalitarianism is well equipped to avoid prominent criticisms of such a procurement system. Luck egalitarianism provides us with reaons to exempt people who are not responsible for their inability to donate from receiving lower priority, provide sufficient information about donation, and mitigate social and natural circumstances affecting people’s choice to donate.

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Stages Of Gender Education In Canadian Secondary Schools

РОЗВИТОК СИСТЕМИ ІНКЛЮЗИВНОЇ ОСВІТИ В УКРАЇНІ

Osoby niepełnosprawne: dostępność edukacji wyższej

Just inequality or unjust quality? Implications for education

Priority to Organ Donors: Personal Responsibility, Equal Access and the Priority Rule in Organ Procurement