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Ocena dojrzałości szkolnej dzieci z wadą słuchu. Kontrowersje i wyzwania związane z diagnozą psychologiczno-pedagogiczną

100%
Jakoniuk-Diallo A.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2016
|
issue 15
79-91
PL
The start of school education is an important and difficult phase in every child’s life. However with each one of them, we have to deal with the individual pace and specificity of development in each sphere, and even so it is difficult to recognize every child as equally mature as a pupil. Both the evaluation of child progress in the education process and the readiness for school education are made through the prism of linguistic proficiency. In the case of child’s hearing loss, especially when it is congenital or acquired at a very early stage, the development of speech and language is delayed. The determinant of this situation is the lack of access to the audible voice of the guardians. In a slightly different situation there are children with hearing impairment, having deaf parents. These people, from their earliest years, develop their sign language skills, which are primary to them. An increasing number of hearing impaired children go to integration classes in public schools. Does this mean that the psychological and pedagogical diagnosis procedure of the aforementioned group of children, including the study of their school maturity, can be considered appropriate?
2
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Application of the Three Aspects of Form model in pedagogical diagnosis

87%
TROCHIMIAK B.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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2019
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issue 24
189-210
PL
Barbara Trochimiak, Application of the Three Aspects of Form model in pedagogical diagnosis. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019.Pp. 189-210. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.24.11 The article presents a model of conducting activities in pedagogical diagnostics in accordance with the assumptions of the author’s method, called Three Aspects of Form (TAF). The concept expands the paradigm of diagnostic activities with therapeutic elements. Universal analytical categories for use in the study of processes with active human involvement are described. The most important element of the TAF model is discussed – a set of four tasks for the pedagogue-diagnostician, under which a simplified version of the first stage of didactic therapy is implemented. The idea of categorical trio-action as a foundation of the Three Aspects of Form of method, its relation to the creation of cultural and mental development are also presented. The scales of phenomenological, missionary and cultural activity as well as the principles of their modification are presented as well.
3
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Kompetencje językowe i komunikacyjne dzieci/uczniów na poziomie przedszkolnym i wczesnoszkolnym w diagnozie nauczycielskiej-pedagogicznej. Rozwijanie funkcji językowych w sytuacji nauki zdalnej

63%
Wieczór E.
Zeszyty Naukowe Zbliżenia Cywilizacyjne
|
2021
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vol. 17
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issue 4
10-50
EN
The subject of the article focuses on the linguistic communication of a child in preschool and early school age. Language competences are defined as key to development and their acquisition process is described in the context of the educational and home environment. Determining the language level of a child's development is an important area of pedagogical diagnosis. Each early education teacher becomes a conscious and competent diagnostician in everyday observation (a child in a task and play situation) and in the linguistic relationship with the child. Experiencing the everyday life of a child in a remote learning situation allowed to observe and diagnose how the child's language and communication, dexterity and graphomotor skills, as well as awareness of the handwriting develop in the period of on-line learning.
PL
Tematyka artykułu skupia się wokół komunikacji językowej dziecka w wieku przedszkolnym i wczesnoszkolnym. Kompetencje językowe definiowane są jako kluczowe w rozwoju, a ich proces nabywania opisuje się w kontekście środowiska edukacyjnego i domowego. Określenie poziomu językowego rozwoju dziecka stanowi ważny obszar diagnozy pedagogicznej. Każdy nauczyciel wczesnej edukacji w codziennej obserwacji (dziecko w sytuacji zadaniowej i zabawowej) i relacji językowej z dzieckiem, staje się świadomym i kompetentnym diagnostą. Doświadczanie codzienności dziecka w sytuacji nauki zdalnej, pozwoliło zaobserwować i zdiagnozować, jak w okresie uczenia się on-line rozwija się język i komunikacja dziecka, manualność i grafomotoryka oraz świadomość pisma.
4

Using graphic productions for identification purposes, and psychological and pedagogical diagnosis

63%
Zieniewicz I.
Nowa kodyfikacja prawa karnego
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2016
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vol. 42
117-129
EN
The problem raised is important inasmuch as drawing conclusions from handwriting may, in many cases, determine aperson’s fate, which does not only involve opinion mak­ing in criminal or civil cases, but also those related to applying arelevant therapy to aper­son with mental function disorders, or psychiatric and neurological disorders; to proper guidance on achild’s school career or anadult person’s professional career development; to apossibility of undertaking aparticular action, etc. It shall also be highlighted that the following reflections present Polish realities with regard to the raised problems, and they also show some controversies which arise with regard to the selected cognitive methods. The present publication is primarily addressed to practitioners, i.e. persons who – for their professional reasons – hire handwriting experts, and evaluate the opinions issued by such experts, meaning the broadly understood judicial bodies. It can also serve as a teaching aid for students attending forensic, criminal or civil procedure courses.
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