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Educating teachers of the visually impaired in the context of educational and social changes – a research report

100%
Czerwińska K., Miler-Zdanowska K.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2020
|
issue 29
45-73
PL
Changes in the ways of performing professional roles of special education teachers entail the need to develop new solutions for academic education for teachers of the visually impaired. The assessment of the content and forms of the previously proposed education for teachers of the visually impaired from the perspective of the usefulness of their professional competencies may be helpful in the determination of the needed directions of changes in this respect. The aim of the article is to describe and analyse the results of comparative research on visual impairment pedagogy graduates educated in the system of 5-year uniform master’s studies and 3-year bachelor’s studies, concerning the course of their educational and professional paths.
2
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A Teachers’ Perspective of Inclusive Education for Students With Special Needs in a Model Demonstration Project

81%
Ballhysa N., Flagler M.
Academicus. International Scientific Journal
|
2011
|
issue 03
121-133
EN
The goal of the study is to give the teachers’ perspective on challenges and rewards of inclusive education for students with special needs. Participants (N=50) were teachers of four mainstream schools involved in inclusive education through a model demonstration project. The data were collected through a written questionnaire and a focus group. The results show that the participating teachers believe in the message of inclusive education and have embraced it. The challenges are related to (a) lack of adequate professional preparation to work with students with special needs in general and in inclusive settings, in particular; (b) lack of administrative support such as reduced class size and teaching load; (c) lack of support by other professionals and special education teachers; and (d) lack of any supportive resources such as special equipment and modified didactic materials.
3
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Innovativeness in the workplace and locus of control of special education teachers

70%
Rocznik Komisji Nauk Pedagogicznych
|
2018
|
issue LXXI
4
Content available remote

Nauczyciel ucznia z niepełnosprawnością – rozwój kompetencji zawodowych

58%
Lipińska-Lokoś J.
Edukacja Ustawiczna Dorosłych
|
2018
|
issue 1
118-130
EN
Being a teacher is a responsibility for a young person, for one`s education and preparation for handling in adult life. In order to meet the tasks of the teacher, a person must have appropriate qualifications and professional competences. The situation of being a teacher of a student with a disability is of particular importance, when, next to the expectations of teachers in general, the specific ones resulting from being a special education teacher, a teacher supporting the student, come into play. The article gives a theoretical reflection on the teacher's competence and discusses the results from research on the opinions and experiences of students with disabilities about possibilities and limitations of continuous improvement of professional role of teachers, which appears to be a necessity in a modern school.
5
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Inteligencja emocjonalna młodych pedagogów specjalnych

58%
Czyż A.
Edukacja Ustawiczna Dorosłych
|
2017
|
issue 2
63-70
EN
The author of this studies is focused on determining the level of emotional intelligence of junior special educators who are leaving the walls of the university and are entitled to work with disabled people. Research shows the average level of emotional intelligence, both: a general level and in terms of the specific factors: empathy and the ability to use emotional intelligence in action. It is suggested, therefore, that in the university practice, special attention should be paid to the selection of candidates for future pedagogues of special education and it is recommended to develop the emotional skills of students during the course and through the interaction.
6
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Trudności pedagogów specjalnych w pracy z dzieckiem niepełnosprawnym intelektualnie

47%
Orlikowska M., Cholewa-Trybula A.
Szkoła - Zawód - Praca
|
2018
|
issue 16
101-108
PL
W artykule przedstawione zostały trudności, z jakimi zmagają się pedagodzy specjalni w swojej pracy. Wskazano czynniki mające wpływ na występowanie stresu i wypalenia zawodowego u tej grupy zawodowej. Uwzględniono aspekt edukacji integracyjnej i włączającej oraz związanych z nią trudności wynikających ze specyfiki pracy. Podjęty został również temat współpracy z innymi specjalistami tworzącymi zespół wokół ucznia niepełnosprawnego intelektualnie, jak i współpracy z rodzicami.
EN
The article shows the difficulties that special education teachers struggle within their work with. The factors have been shown that have an impact on occurrence of stress and professional burnout that happen to this occupational group. The aspects of integrational and inclusive education and difficulties related to them, resulting from specifics of this type of work have been included. The subject of working together with other experts creating a team around an intellectually disabled pupil, and working with his parents has also been discussed.
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