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Relacje z rówieśnikami i ich znaczenie dla młodzieży z umiarkowanym i znacznym stopniem niepełnosprawności intelektualnej w edukacji specjalnej – w świetle badań własnych

100%

Drozdowicz A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

2015

issue 11

35-54

The article presents a summary of the research about peer relationships among the young with intellectual disability in special education classes. The studies took into consideration a) the types of the relationships and their qualitative characteristics, b) factors determining the type of the relationship, c) an individual perspective of a young disabled person in the group of mentally disabled peers.71 pupils with moderate and severe intellectual disability in 15 special education classes were observed in natural school situations. The results show a great need and abilities to participate in peer relationships by intellectually disabled teenagers. The second part of the study was based on the qualitative research procedure and revealed different subjective meaning of participation of 7 young intellectually disabled students in the school peer group. Findings of the study gave practical indications for arranging special classes of pupils with moderate and severe intellectual disability. Results was discussed with current tendency to inclusive education people with disability.

Jak dzieci/młodzież z głębszą niepełnosprawnością intelektualną kodują formacje słowotwórcze (na przykładzie kategorii nazw narzędzi)

80%

MARCINIAK-FIRADZA R.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

2018

issue 22

219-238

Renata Marciniak-Firadza, Coding of word formation structures by children/adolescents with deeper intellectual disability (on the example of the category of the tool names), Interdisciplinary Contexts of Special Pedagogy, No. 22, Poznań 2018. Pp. 215–235 Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.13 Word formation plays an important role in the child’s linguistic and cognitive development, because the ability to interpret word formation structures and active use of the knowledge of derivation rules are the most important manifestations of linguistic competence at the lexical level. The aim of the article is a linguistic interpretation of selected names of tools obtained from children and adolescents aged 6–19 with diagnosed moderate and severe intellectual disability.. In the article, the author would like to draw attention first of all to the existence of word-formation structures in the linguistic awareness of children / adolescents and to the fact whether newly formed words are created in accordance with word-formation patterns existing inthe Polish language or they diverge from these patterns.

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2 Interdyscyplinarne Konteksty Pedagogiki Specjalnej

1 Drozdowicz A.

1 MARCINIAK-FIRADZA R.

1 2018

1 2015

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Relacje z rówieśnikami i ich znaczenie dla młodzieży z umiarkowanym i znacznym stopniem niepełnosprawności intelektualnej w edukacji specjalnej – w świetle badań własnych

Jak dzieci/młodzież z głębszą niepełnosprawnością intelektualną kodują formacje słowotwórcze (na przykładzie kategorii nazw narzędzi)