Search results

1

The Methodology of Professional Competencies Formation for The Specialists in Environmental Monitoring on the Basis of Synergistic Pedagogics

100%

BORDIUG N., ALPATOVA O., ISHCHUK O., SVITELSKYI M., SMAGLY V.

Edukacja-Technika-Informatyka

|

2018

|

vol. 9

|

issue 1

197-201

EN

The issues of professional training for future environmental engineers training are considered in the article. The methodical bases of teaching environmental monitoring have been developed and substantiated for the application in the learning process through the implementation of inter-disciplinary approach. The basic components of training future environmental engineers have been defined and analysis of the formation of professional system-modeling competencies in environ-mental monitoring have been conducted.

2

Dlaczego dziecko z niepełnosprawnością zwykle staje się uczniem upośledzonym?

100%

Gajdzica Z.

Kultura-Społeczeństwo-Edukacja

|

2012

|

vol. 2

31-40

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.

3

ПРОБЛЕМА ІНКЛЮЗИВНОГО НАВЧАННЯ У ВІТЧИЗНЯНОМУ ПЕДАГОГІЧНОМУ ДИСКУРСІ

100%

Аріщенко А.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 9(53)

132-137

EN

In the paper the problem of inclusive education in the national pedagogical discourse is revealed. The analysis of the scientific and educational literature concerning the views of national scientists on the definition of inclusive education is made. The questions of determining the key features of the integrated and inclusive education are discussed. In the article the purpose, the main objectives and the positive aspects of inclusive education are highlighted. In particular modern society recognizes that inclusion is a more humane and effective educational system that can meet the needs of all the categories of children and young people, regardless of the level of psychophysical development, and contributes to the creation of an inclusive society. By introducing inclusion in the educational process, it is possible to achieve the development of Ukrainian society that will allow every citizen regardless of age and gender, ethnicity, developmental ability participate in society and contribute to its development. Inclusive education should be understood as a comprehensive process to ensure equal access to quality education for persons with special educational needs by teaching them in educational institutions on the basis of personality-oriented teaching methods, taking into account individual characteristics. It should also be noted that among the priorities of inclusive education is the development and introduction of inclusive educational technologies in the context of an inclusive approach and model for special education services to students with special needs, including those with disabilities. While creating inclusive educational environment, students get used to the fact that the world and people in it are different, that everyone has the right to life, education and development. The international community believes that people with disabilities have the same rights as all others, and they should have equal opportunities in the implementation of these rights. Today the task of the state and society is to do so that all could get an education and to live fully, regardless of the health capabilities. Inclusive education system allows fully realize the educational rights of persons with special educational needs.

4

Znaczenie dorobku naukowego Profesor Jadwigi Walczyny dla rozwoju pedagogiki wczesnoszkolnej i kształcenia nauczycieli

100%

Żytko M.

Kwartalnik Pedagogiczny

|

2014

|

issue 4(234)

163-170

EN

Jadwiga Walczyna (1916–1991) was a pedagogue who made significant contribution to Polish theory and practice concerning early childhood and elementary education. During her work at the Faculty of Education, University of Warsaw, she carried out research and theoretical analyses which focused on necessary changes in teacher training for the first stage of education. She promoted the idea of close relationship between theory and practice. Professor Walczyna was one of the creators of the innovative pedagogical concept called integrated education in primary school.

5

Developing General and Subject Competences of Primary School Pupils in the Context of Integrated Education: the Case of one Lithuanian School

100%

Ponomariovienė J., Jakavonytė-Staškuvienė D.

Journal of Education Culture and Society

|

2022

|

vol. 13

|

issue 2

659-680

EN

Aim. The aim of the research is to provide a scientific justification for the integrated development of general and subject-specific competences of primary school pupils. Methods. The exploratory qualitative case study was conducted in a private school in Lithuania. The integrated activities covered the content of Lithuanian language and science education, as well as general competences such as communication and digital competences. The activity was implemented in grade 4 with 12 pupils (8 boys and 4 girls). A semi-structured interview with the class teacher was also conducted. Results and conclusion. The data from the empirical study were analysed according to the following thematic clusters: interest in the activity, group work, searching for information in the encyclopaedia and in electronic sources, working with a robot when integrating the digital skills and the content of science education, descriptions of animals as a summarising and consolidating activity. The study found that if the educational process is well thought out, if the pupils are interested, they can work independently and support each other in explaining the content, while the teacher becomes an observer, a facilitator, and can concentrate on the pupils’ individual activities during this process. Well-designed tasks with the robot develop not only digital literacy skills, but also the reinforcement of subject content related to the use of concepts. Originality. The case study provides valuable insights into the implementation of an educational process that integrates general and subject-specific competences, and the detailed description of the activities shows which tasks support students’ independent learning.

6

Pedagogický pracovník v integrovaném vzdělávání a integrované výchově

100%

Potměšilová P., Potměšil M.

Sociální pedagogika (Social Education)

|

2014

|

vol. 2

|

issue 2

88-101

EN

Children and pupils with special educational needs are becoming increasingly integrated into the mainstream educational process. In reality, there may be situations where during their education students with special needs come into contact with pedagogues who do not have the required specific competences. The aim of this paper is not only to describe briefly the conditions for integrated education, but also to summarize the requirements and support the staff needs in order to work more effectively on the basis of the respondents‘ concerns. Morevoer, the concerns of the pedagogues working in integrated educationwere analyzed by using qualitative tufts. The results of the analysis were related to the teachers‘ social conditions. The proposed support activities are divided according to the possible forms of preparation and follow-up support. The results and recommendations are based on the practical experience acquired during the praparationof students in Social Pedagogy at St. Cyril and Methodius Theological Faculty of the Palacky University in Olomouc.

7

The implementation of integrated education to develop the intact personality of students

100%

Muchtarom M., Budimansyah D., Suryadi A.

The New Educational Review

|

2016

|

vol. 43

147-156

EN

The objective of this study was to describe the implementation of integrated education in Nur Hidayah Islamic Integrated Senior Secondary School of Sukoharjo, Central Java, Indonesia. It used the analytic descriptive-qualitative method with the case study approach. There are seven main principles of integration in the learning process, namely: integration of human potentials, integration of institutions, integration of curriculum, integration of learning domains, integration of three centers of education, integration of theory and practice, and integration of learning activities. The impact of the integrated education can form intact personality which encompasses religiosity, morality, intellectuality, high motivation, leadership, healthy lifestyle, self-reliance, work ethics and discipline, and socio-political awareness. Thus, models of integrated education can be implemented in senior secondary schools.

8

Edukacja zintegrowana na przestrzeni wieków

88%

Karbowniczek J.

Przegląd Historyczno-Oświatowy

|

2021

|

vol. LXIV

|

issue 1-2

7-28

EN

Aim: To present the concept of integrated education and its evolution throughout history, including the Polish pedagogical thought of modern times. Methods: a descriptive and explanatory method. Results: Knowledge of the pedagogical thought shaped over the centuries allows us to go deeper into the subject, show the genesis and stages of the development of integrated education, and respond to reflective discourse on this not often raised topic in a critical manner. Conclusions: The analysis of historical features, familiarisation with the views and creative inspirations of outstanding thinkers allows to draw many original ideas from their pedagogical systems, which might be applied in the didactic and educational work of a teacher with children in grades 1–3 at primary school.

9

„Społeczeństwo dla wszystkich”, czy tylko „szkoła dla wszystkich” – opinie nauczycieli szkoły specjalnej, integracyjnej i ogólnodostępnej

88%

Skura M.

Kwartalnik Pedagogiczny

|

2019

|

vol. 64(3 (253))

119-138

PL

Teachers play a vital role in students’ intellectual and personal development, hence they help to prepare citizens. Therefore, it is worth asking what their views are on a “perfectly inclusive” world vision. To analyse the teachers’ perception, the study explored two areas: their outlook on an inclusive society and the importance of an inclusive education for marginalised groups. The research comprised teachers working with Special Educational Needs (SEN) students: 55 from integration schools, 48 from regular schools, 45 from special schools (those with intellectual disability (ID) and autism). The data was collected using a questionnaire. The findings highlighted that all groups thought that people with disabilities primarily needed help and support, special school teachers felt most strongly about this. Special educational needs teachers most strongly disagreed that their group were afraid of the disabled or felt hostility towards them compared to the other two groups. All groups had milder opinions regarding other types of marginalised people. The majority of special school teacher’s had views similar to general society regarding that the presence of refugees in society could pose a danger, whilst most teachers from regular schools thought that refugees were here for work and social care. In light of the study, all groups agreed that regular schools were not the best place for pupils with SEN, however they would make an exception for students with mild disabilities, the children of refugees, and those from national and ethnic minorities. Special schools teachers working with students with severe disabilities strongly agreed that students with an ID and autism generally, should stay in the separated model of education. All groups regarded that the goal of an “education for all” was an unrealistic expectation especially in the near future, just as the goal of an “inclusive society”.

10

ОПТИМІЗАЦІЯ ІНТЕГРОВАНОГО НАВЧАННЯ МУЗИКИ МОЛОДШИХ ШКОЛЯРІВ В УМОВАХ ДЕФІЦИТУ НАВЧАЛЬНИХ ГОДИН

88%

Данько Н.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 5(59)

277-282

EN

Forming pedagogical experiment to improve music teaching to junior students by implementing integrated approach, special pedagogical conditions and ways how to use them are examined in the article. An analysis of scientific research on the problem of integrated music education of junior students and considering typical drawbacks and requests to the music education in terms of small amount of teaching hours gave the base to further investigations of original methodology which is target to optimize integrated music education in primary school by implementing special worked-out pedagogical conditions in school. Elaboration of experiment of the methodology was hold by the following directions - activation of steady interest and formation of positive motivation to be engaged in creativity; - giving students integrated information bases of different kinds of art, teaching general art teems and finding similarities and differences in art in order to form holistic mage of the world by different means of art; - developing integrated music skills proficiency during art activities (listening to music, singing, playing music instruments for kids, moving to music, music games, stage playing, creating stories about music and reflection of emotions). The main tasks of the forming experiment are: - forming persistent interest, positive motivation to be engaged in art activities; - forming holistic integrity (music knowledge, skills and proficiency); - leaning art terms; - development of adequate perception of music and reproduction of music images through different kinds of art activities; - development of the skills to compare means of art and to find differences and similarities; - formation of students’ readiness to self-development, creativity and reflection; - motivation to be engaged in different fields of art.

11

МЕТОДОЛОГІЧНІ ОСНОВИ ДОСЛІДЖЕННЯ ПРОБЛЕМИ ІНКЛЮЗИВНОЇ ОСВІТИ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

88%

Кузава І.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 6(50)

116-127

EN

In the article the modern stage of development in practice of training and education of research results related implementation of inclusive education of preschool children is characterized. The methodological bases of an investigated problem are grounded. The essence of the concepts of «methodology», «inclusion», «integration» is analyzed. The leading parameters of the pedagogical nature of the inclusive education of preschool children are outlined. The main differences of inclusive education from an integrated education are defined. The difference in the approaches is in the recognition of the need to change society to reflect and accommodate individual needs of children with mental and physical disabilities, and not their adaptation to its requirements. In author’s view, it will allow to evaluate and to comment on those issues in general, and to outline the prospects for further development of inclusive education in pre-school education in particular. It is stressed that methodological bases of inclusive education at preschool age are based on a multidisciplinary (medico-pedagogical and socio-psychological) approach in the organization of life of children. The trend in the convergence of pedagogical and medical assistance is in the strengthening of diagnostic activity of the teacher, realizing him/herself an assistant and advisor of the child. The author concludes that the methodology of inclusive education should be aimed at the transfer of theories, rules of education of persons with psychophysical disabilities concerning their healthy peers. Changes here occur at the level of attitudes, strategies of educational policy and cooperation in the team. Further consideration of approaches as methodological basis of our research will be aimed at analyzing the aspects that draw attention to the fact that as a result of timely correction and educational work children with different mental and physical disabilities are able to perceive and understand the world in which they live, however, requires the creation of appropriate correctional and developmental environment. In addition, the implementation of inclusive education will allow solving a number of problems of moral and ethical character, thereby contributing to the humanization of social relations.

12

Edukacja włączająca i integracyjna. O pozornej tożsamości znaczeń

75%

Antonik A.

Ogrody Nauk i Sztuk

|

2015

|

issue 5

367-372

PL

Aktualnym światowym standardem i celem reform w zakresie edukacji osób o specjalnych potrzebach, wyznaczanym przez międzynarodowe organizacje takie jak UNESCO, jest umożliwianie im korzystania z wysokiej jakości kształcenia w ramach szkół rejonowych. Celem artykułu jest naświetlenie podstawowych różnic pomiędzy edukacją włączającą a integracyjną, która często jest błędnie utożsamiana z tą pierwszą, pozostającą bliżej form segregacyjnych. Analiza przeprowadzona została w oparciu o akty prawne regulujące kształt – aspirującego do miana włączającego – polskiego systemu edukacyjnego.

EN

The current world standard and aim of educational reform for people with special educational needs, as indicated by international organizations as UNESCO, is to enable them to take advantage of a high level of equality in local schools. The aim of the article is to highlight the differences between inclusive and integrated education which are often treated as synonyms, although the latter is closer to a form of segregation. This analysis was conducted on the base of laws regulating the structure of the Polish educational system.

13

КОМПЕТЕНЦІЯ ФАХІВЦІВ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА ВПРОВАДЖЕННЯ ІНКЛЮЗИВНОЇ ОСВІТИ

75%

Дегтяренко Т.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 10(44)

250-257

EN

The article deals with the problem of implementation of inclusive education in Ukraine. The problem of formation of practical competence of teachers and heads of special and mass educational establishments was described. The author considers the factors and their causes, which affect the implementation of the theoretical foundations of inclusive education in practice, and which cause decline in the quality of its implementation. The author states that at the present stage of development of society, parents of children with impaired mental and physical development, which are customers of social services for children with special educational needs, seeking to integrate their children in the general educational environment. Therefore, in recent years our researchers directed their efforts in search of modern forms of integration of children with impaired mental and physical development in the educational environment. The factors that lead to the inefficient implementation of inclusive education were identified. It is stated that one of the components and key pedagogical problems of implementation of inclusive education is the formation of practical competence of teachers and leaders who will implement the theoretical foundations of inclusive education in practice. Detailed introduction to modern terminology layers of defectology as a science, the results of which are outlined above have found many inconsistencies and discrepancies even when the change in the name of scientific directly. Making changes in precise and unambiguous understanding of the whole system of defectology concepts causes difficulties in its application by the specialists who have special training. The definition of the term «competence», which is used in the study, was provided. Speaking about the competence of specialists, the author has in mind that it is a predetermined norm of educational attainment, which is the basis of professional behavior for teachers and school leaders. The author has provided the problem of insufficient competence of specialists, who involved in the provision of educational services for children with mental and physical impairments, and specialists, who involved in the implementation of this process. And this problem should be recognized as a pedagogical problem of implementation of inclusive education.

14

Reformatorskie działania w edukacji wczesnoszkolnej uczniów z niepełnosprawnością – „druzgocące fakty dokonane” czy postęp?

75%

Sadowska S.

Problemy Wczesnej Edukacji

|

2017

|

vol. 13

|

issue 3(38)

7-20

EN

Reforming actions after the political change in 1989 brought new interpretations of work to the first stage of education and changes in the existing qualifications of teachers working in grades I–III of special schools. The read standards of work from the field of documents from the Ministry of Education stand in opposition to the expanse of positions expressed by scientific circles, while the first ones imprint their explicit stigma on the teacher conceptualizations of work in the first educational stage. The concept of work in classes I–III, developed on the basis of special pedagogy, despite the fact that the reformed school did not question its basic assumptions, is no longer an axis of thought in working with pupils with disabilities.

15

Klasa integracyjna jako przystań pograniczy

75%

Gajdzica Z.

Teraźniejszość – Człowiek – Edukacja

|

2015

|

vol. 18

|

issue 4(72)

117-127

EN

The issues of integrated education have been subjected to a lot of scientific exploration, which has given rise to many descriptions grounded on it as well as separated from it. Yet, what is missing are the disputes focused on the attempts at interpreting and explaining the identified difficulties occurring in this form of education and conducted with the application of concepts borrowed from other disciplines than pedagogy and special pedagogy. The presented study aims at viewing the environment of integrated education in the perspective of borderlands. This allows for a broader, social perspective in which the discussed form is seen. The concepts of borderlands may not only help to explain the processes taking place within them but also encourage to use the models of enhancing integration processes described by borderland sociology and intercultural education.

PL

Problematyka edukacji integracyjnej doczekała się wielu eksploracji badawczych i ukonstytuowanych na nich (także w oderwaniu od nich) wielu deskrypcji. Brakuje jednak rozpraw skoncentrowanych na próbach interpretowania i wyjaśniania zidentyfikowanych sytuacji trudnych występujących w tej formie kształcenia z wykorzystaniem koncepcji zaczerpniętych spoza pedagogiki i pedagogiki specjalnej. Celem opracowania jest rozpatrzenie okoliczności kształcenia integracyjnego w perspektywie kategorii pograniczy. Pozwalają one spojrzeć na omawianą formę kształcenia w szerszej – społecznej perspektywie. Koncepcje pograniczy mogą służyć nie tylko wyjaśnianiu zachodzących procesów w jej obszarze, ale zachęcają także do korzystania z wzorców wzmacniania procesów integracyjnych opisanych na gruncie socjologii pogranicza oraz edukacji międzykulturowej.

16

The use of social networking website containing visual materials in education

63%

Šimik O.

Rocznik Lubuski

|

2017

|

vol. 43

|

issue 1

203-214

EN

The article describes possibilities of using the networking website Pinterest (designed for collecting visual content) in education. Pinterest is a collection of virtual boards with photos shared by its users. The shared pictures (“pins”) can be grouped and categorized along different criteria. The collected resources can be catalogues of inspiration and ideas also in education. The article presents the possible ways of using the website in teaching integrated subjects in primary schools. It also shows pupils’ competences which can be developed with the use of the website and the educational aims which are realised in this process.

PL

W artykule opisane zostały możliwości wykorzystania w edukacji internetowego serwisu społecznościowego Pinterest, przeznaczonego do kolekcjonowania treści wizualnych. Pinterest jest zbiorem wirtualnych tablic ze zdjęciami udostępnianymi przez użytkowników serwisu. Publikowane obrazy („piny”) można grupować i kategoryzować według rożnych kryteriów. Zgromadzone w ten sposób zasoby stanowić mogą katalog inspiracji i pomysłów również dla edukacji. W artykule pokazane zostały sposoby wykorzystania serwisu w nauczaniu przedmiotów kształcenia zintegrowanego w szkole podstawowej. Wskazane zostały kompetencje uczniów, które można rozwijać za pomocą tego narzędzia i cele kształcenia, które w tym procesie są realizowane.

17

Culture rurale et mode de formation: témoignage

63%

Puig-Calvó P., Ichard J.-L.

Nauki o Wychowaniu. Studia Interdyscyplinarne

|

2016

|

vol. 3

|

issue 2

161-179

PL

-

EN

Rural environment, due to its specific characteristics, requires an adjustment of the pedagogical approach in education. This environment is characterized by: 1) life at work, family life, social life, life in leisure time, all focused and running according to the rhythm of the profession; 2) attaching no importance to discussions and speeches – facts and deeds are of the greatest importance; 3) relative difficulty in articulating and sharing thoughts; 4) possible inferiority complex towards the people of the city; 5) professed prejudgments can lead to doubts about the right to education and development; 6) established belief that one should not change habits; 7) lack of trust in the novelty and the unknown; 8) mentality inducing the situation when innovations are introduced by influential people or leaders; 9) independence of character and activity; 10) importance of cultural transmission; 11) and predominance of the oral tradition over the written one. Some countries have successfully adapted education to the reality of rural life. Others are trying to do so, also being quite successful in that. “Despite different cultures, all peasants react in the same way!” (Blois, interview).

FR

Le milieu rural présente quelques caractéristiques induisant une pédagogie de formation adaptée. Parmi ces caractéristiques, on peut relever : 1) la vie de travail, la vie de famille, la vie sociale, la vie de loisirs, orientées et rythmées par les exigences de la profession ; 2) le poids faible des discussions ou des discours : seuls les faits et les actes ont de la valeur ; 3) la difficulté relative à s’exprimer et à faire connaître sa pensée ; 4) un éventuel complexe d’infériorité face au citadin ; 5) des préjugés ténus qui peuvent faire douter d’avoir le droit de se cultiver et de s’épanouir ; 6) l’idée prégnante qu’il ne faut surtout rien changer aux habitudes ; 7) une certaine méfiance face à la nouveauté et à l’inconnu ; 8) la mentalité qui oblige à faire passer l’innovation par des personnes influentes ou par des leaders ; 9) une indépendance de caractère et une autonomie d’entreprise ; 10) le poids de la transmission ; 11) et de la tradition orale par rapport à l’écrit. Certains pays ont innové pour adapter la formation à cette réalité, avec des succès incontestables. D’autres pays s’y essaient avec des succès non négligeables, car « même si la culture n’est pas la même, tous les paysans réagissent de la même façon ! » (Blois, entretiens).

18

Edukacja integracyjna czy włączająca? O prawie do edukacji w kontekście interpretacji terminologii Konwencji o Prawach Osób Niepełnosprawnych

63%

Mikrut A.

Niepełnosprawność - zagadnienia, problemy, rozwiązania

|

2019

|

issue 4(33)

77-94

PL

Zgodnie z Artykułem 24 Konwencji o Prawach Osób Niepełnosprawnych przyjętej 13 XII 2006 roku w trakcie Zgromadzenia Ogólnego Organizacji Narodów Zjednoczonych Państwa Strony (polskie władze ratyfikowały ów dokument 6 IX 2012 roku) zobowiązane są do zagwarantowania osobom niepełnosprawnym bez jakiejkolwiek dyskryminacji i na zasadach równych szans udziału we włączającym systemie kształcenia. W tym kontekście rodzi się pytanie o to, w jakim stopniu rodzimy system oświaty umożliwia wspomnianym osobom korzystanie z tak rozumianego prawa do edukacji. Nabiera ono szczególnego znaczenia, bowiem – o ile wiadomo autorowi niniejszego tekstu – w zapisach polskiego prawa oświatowego nigdzie nie pojawia się termin „edukacja włączająca” (stan prawny na 24 marca 2016 roku), chociaż w wielu dokumentach prawnych wyraźnie wskazuje się na to, że jedną z form edukacji tej kategorii dzieci i uczniów jest wychowanie oraz kształcenie odpowiednio w przedszkolach i szkołach ogólnokształcących, określane w literaturze przedmiotu jako edukacja włączająca. Wielu autorów utożsamia określenia: edukacja włączająca i edukacja integracyjna. To ostatnie pojawiło się również w polskim tłumaczeniu Konwencji opublikowanym przez Stowarzyszenie Przyjaciół Integracji w 2007 roku. Są jednak i tacy, którzy dostrzegają różnice w ich zakresach znaczeniowych, przypisując edukacji włączającej szczególne cechy i wynikającą stąd konieczność głębokiej zmiany całego systemu szkolnego. Jak dalece zmianom takim poddał się nasz system szkolny? Oto pytanie, na które autor niniejszego tekstu próbuje odpowiedzieć.

EN

According to Article 24 of the Convention on the Rights of Persons with Disabilities that was ratified on the 13th of December 2006 during the session of the General Assembly of United Nations organizations (the government of the Republic of Poland adopted the Convention on the 6th of September 2012) State Parties recognized that persons with disabilities have the right to inclusive education without discrimination and on the basis of equal opportunity. In this context, the question arises as to the extent to which our education system ensures the realization of this right. It is of special importance – because as far as the author of this text is aware – the term ‘inclusive education’ does not appear anywhere in the Polish school legislation (legal status for the 24th of March 2016), although many legal documents state that one of the forms of education of children and students with disabilities is participating in the general education system, which in the literature of the subject is described as ‘inclusive education’. Many authors equate inclusive education with integrated education. The latter appeared in the Polish translation of the Convention published by the Friends of Integration Association in 2007. There are, however, also those who perceive differences in their semantic domains and attribute special features to inclusive education and hence they see the necessity of a profound change in the whole school system. How far has our school system raised to this challenge? This is the question that the author of this text is trying to answer.

19

Praktyka edukacji muzycznej w klasach początkowych w opiniach studentów pedagogiki – kandydatów na nauczycieli edukacji wczesnoszkolnej

63%

Majzner R.

Pedagogika Szkoły Wyższej

|

2014

|

issue 1

143-154

EN

The author of the following study discusses the role of music education in early stages of primary education in the opinion of students of pedagogy. He also presents opinions of candidates for primary school education teachers on realization of music education classes in practice, as well as the teachers’ approach to music education within the frames of the model of integrated education. Furthermore, research issues presented in the article refer to forms of music education and didactic means applied by teachers.

20

Dlaczego warto łączyć nauczanie matematyki z ruchem i muzyką? Wybrane przykłady badań na temat łączenia różnych form w zintegrowanej edukacji wczesnoszkolnej

63%

Łuczak A.

Relacje. Studia z nauk społecznych

|

2017

|

issue 4

191-201

PL

Artykuł dotyczy łączenia edukacji matematycznej z innymi formami zajęć. Zawiera prezentację wybranych przykładów badań na temat łączenia nauczania matematyki z aktywnością muzyczno-ruchową. W tekście pokazano, na podstawie wyników badań empirycznych, ograniczenia integracji materiału z różnych dziedzin, ale przede wszystkim wskazano na zalety tego typu podejścia. Tekst składa się z trzech części. W pierwszej zawarto przegląd koncepcji na temat nauczania matematyki w kształceniu początkowym. W drugiej zaprezentowano wyniki najnowszych badań dotyczących łączenia zajęć matematycznych z ruchowymi. W ostatniej, trzeciej części tekstu zaprezentowano ustalenia dotyczące łączenia edukacji matematycznej z zajęciami muzycznymi.

EN

This article deals with combining mathematical education with other forms of classes and contains a presentation of selected examples of research on combining mathematics teaching with music and movement. On the basis of the results of empirical studies the text presents the limitations of material integration in various fields, but above all, the advantages of this type of approach. The text consists of three parts. The review of the concepts of teaching mathematics in primary education is included in the first part. The results of the latest research on combining mathematical and physical activities are presented in the second part. In the last, third part of the text arrangements for combining mathematical education with music classes are presented.

Refine search results

The Methodology of Professional Competencies Formation for The Specialists in Environmental Monitoring on the Basis of Synergistic Pedagogics

Dlaczego dziecko z niepełnosprawnością zwykle staje się uczniem upośledzonym?

ПРОБЛЕМА ІНКЛЮЗИВНОГО НАВЧАННЯ У ВІТЧИЗНЯНОМУ ПЕДАГОГІЧНОМУ ДИСКУРСІ

Znaczenie dorobku naukowego Profesor Jadwigi Walczyny dla rozwoju pedagogiki wczesnoszkolnej i kształcenia nauczycieli

Developing General and Subject Competences of Primary School Pupils in the Context of Integrated Education: the Case of one Lithuanian School

Pedagogický pracovník v integrovaném vzdělávání a integrované výchově

The implementation of integrated education to develop the intact personality of students

Edukacja zintegrowana na przestrzeni wieków

„Społeczeństwo dla wszystkich”, czy tylko „szkoła dla wszystkich” – opinie nauczycieli szkoły specjalnej, integracyjnej i ogólnodostępnej

ОПТИМІЗАЦІЯ ІНТЕГРОВАНОГО НАВЧАННЯ МУЗИКИ МОЛОДШИХ ШКОЛЯРІВ В УМОВАХ ДЕФІЦИТУ НАВЧАЛЬНИХ ГОДИН

МЕТОДОЛОГІЧНІ ОСНОВИ ДОСЛІДЖЕННЯ ПРОБЛЕМИ ІНКЛЮЗИВНОЇ ОСВІТИ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

Edukacja włączająca i integracyjna. O pozornej tożsamości znaczeń

КОМПЕТЕНЦІЯ ФАХІВЦІВ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА ВПРОВАДЖЕННЯ ІНКЛЮЗИВНОЇ ОСВІТИ

Reformatorskie działania w edukacji wczesnoszkolnej uczniów z niepełnosprawnością – „druzgocące fakty dokonane” czy postęp?

Klasa integracyjna jako przystań pograniczy

The use of social networking website containing visual materials in education

Culture rurale et mode de formation: témoignage

Edukacja integracyjna czy włączająca? O prawie do edukacji w kontekście interpretacji terminologii Konwencji o Prawach Osób Niepełnosprawnych

Praktyka edukacji muzycznej w klasach początkowych w opiniach studentów pedagogiki – kandydatów na nauczycieli edukacji wczesnoszkolnej

Dlaczego warto łączyć nauczanie matematyki z ruchem i muzyką? Wybrane przykłady badań na temat łączenia różnych form w zintegrowanej edukacji wczesnoszkolnej