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Perspectives of Civic Upbringing as in Non formal Education

100%
YEHOROVA O.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2018
|
issue 21
311-328
EN
The article covers the theoretical aspects and importance of civic education in its broad sense nowadays and analyzes its role, tasks, the after-school programs, best experiences and practices of after-school education in the United States in the field of civic education and upbringing. In the article civic education in the framework of U.S. out-of-school time is substantiated as a systematic object in its substantive and procedural aspects, which aims to form national, universal human values, civic activity and competencies required in the XXI century. It has been established that civic education and upbringing has been integrated in the secondary school and out-of-school education curriculum and practice, is considered as a priority task for education at the present stage in the United States and is a perspective area for nonformal education in Ukraine and beyond.
2

Perspectives of Civic Upbringing as in Non formal Education

100%
YEHOROVA O.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2018
|
issue 21
3
Publication available in full text mode
Content available

Nonformal Education of Children with Special Needs from Inclusive Perspective

72%
Bizová N. a.
Państwo i Społeczeństwo
|
2020
|
issue 1
101-115
EN
Participation in nonformal education positively influences individual’s health and is dependent on individual and environmental factors. The International Classification of Functioning, Disability and Health (WHO, ICF: CY) in particular emphasises the social meaning of participa on of pupils with special needs. The effective participation of pupils with special needs in inclusive setting is complicated by barriers of organisations and actors of nonformal education that is consequently reflected in the quality of social interactions among pupils. Pupils of special schools are in a specific situation, because nonformal inclusive education is for them the primary source of social interactions with non-disabled peers in an institutionalised setting. The aim of the study is to reflect on the social aspects of participation of pupils with special needs in the conditions of nonformal inclusive education on the basis of the available research studies, more specifically the social position of a child with special needs and the nature of mutual social interactions among participants.
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