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1

The Significance of Qualitative Research – Arts-based Research in Special Needs Education and Music Therapy

100%

Knapik-Szweda S.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2019

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issue 26

PL

One of the functions of art is understanding an individual and his or her potential. Art provides an individual with proper conditions and gives new opportunities to function regardless of one’s age and disability. The purpose of this article is to get the reader acquainted with the significance of qualitative research especially in the context of arts-based research in special needs education and music therapy. In theoretical part, the authoress will attempt to answer the question of what benefits this research method brings and why it is useful. What is to be described at the beginning quite extensively is the situation of research in special education and music therapy as a scientific discipline. This presentation will smoothly lead the reader to the essence of article, i.e. the arts-based research method. The definitions of arts-based research will be presented together with differences resulting from defining the notions connected with art. Examples will also be provided of research based on art resulting from the combination of two disciplines such as special needs education and music therapy. Moreover, the authoress will demonstrate her own research based on art with the application of music which emphasizes the significance of changes that occur within the music therapy process. Finally, the arguments which emphasize the significance of artsbased research will be mentioned.

2

Fałszywa alternatywa, czyli meandry edukacji niesegregacyjnej

100%

Fetzki T.

Studia Edukacyjne

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2018

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issue 51

345-358

EN

The paper is a voice in the discussion on mutual relations between special and non-segregative education. The aim of the author, professionally connected with special needs education, is to include in this discussion certain aspects and contexts till now present in a negligible extent and to show a perspective that is rarely encountered by researchers analyzing the issue, which can enrich and supplement the research process with significant elements.

3

Metodologia badań w pedagogice specjalnej w ujęciu Profesora Aleksandra Hulka

92%

Steinhagen A.

Kwartalnik Pedagogiczny

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2014

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issue 4(234)

133-142

EN

The article presents an analysis of research methodology in special needs education as presented by Aleksander Hulek in 1983 in relation to the current research. The article contains Professor Hulek’s scientific achievements, as well as the theory of common and specific factors in revalidation. Methodological assumptions, as presented by Aleksander Hulek were applied in research conducted to verify the theory as specified above. Professor Hulek specified four stages of scientific research development in the field of special needs education, however only the last of them, in his opinion, met the conditions of research objectivity. He suggested a model of comparative studies, taking into consideration both the control group and a representative selection of subjects as well as using qualitative measurement. Now, after thirty years, the specified stages should be understood as approaches to research and each of them has been developed and is still applied. The suggested model is still used, although it has some limitations.

4

The Evaluation of Sensory Integration and Partial Pragmatic Communication Abilities in Children with Autism Spectrum Disorder with the Application of a New Evaluation Material. Speech-Language Therapy Approach

70%

Vitásková K., Mironova Tabachová J.

Logopedia Silesiana

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2018

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issue 7

17-35

EN

Autism spectrum disorder (ASD) is associated with variable communication difficulties and disorders, mostly detected in pragmatic language abilities, sensory integration, and imitation. These components are important for a comprehensive speech-language therapy (SLT) intervention. This article describes the application of a new evaluation material for assessing imitation abilities, partial pragmatic abilities based on the recognition of graphical visual diagrams, and sensory integration in two boys with ASD (diagnosed with childhood autism in accordance with International Classification of Diseases, 10th Revision, WHO) with sensory integration difficulties, dyspraxia symptoms, and imitation skill disturbances. The main objective is to identify potential obstacles to SLT efficiency and the causes of disturbed pragmatic language abilities. The analysis of the case studies shows some progress in communication ability; however, some of the abilities related to sensory integration have been partially inhibited. In one case, we suggest the possible influence of the individual therapy based on the described detailed assessment.

5

Lektura szkolna ucznia z ASD. Na przykładzie W 80 dni dookoła świata Jules’a Verne’a

66%

Balcerek H.

Z Teorii i Praktyki Dydaktycznej Języka Polskiego

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2020

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vol. 29

87-97

EN

The article discusses observations pertaining to one of the basic aims/objectives of education, namely: reception and analysis of a text read by students with ASD (Autism Spectrum Disorder) at the 2nd stage of their education, as well as the form of abridgement of the text (based on the example of Jules Verne’s Around the World in Eighty Days) to suit the needs and capabilities of special-needs students. The conclusions presented herein result from pedagogical observations conducted during many years of a Polish-language teacher’s work focused on students with ASD in one of Warsaw’s elementary schools. They point to the necessity of individual facilitation of the entire process of reception, analysis, and interpretation of the text read in order to meet the needs and capabilities of a particular student-reader. Selection of suitable text and the abridgement thereof to the level of a child with developmental disorder classified as ASD, must take into account the preceding diagnosis and special educational needs mentioned in a psychological and pedagogical counselling centre’s medical opinion.

6

‘Friendly but Demanding’? On Different Meanings of Inclusive Education as an Imagined Concept in National Reform Planning

47%

Kiuppis F.

Opuscula Sociologica

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2015

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issue 1(11)

5-21

EN

Since the World Conference on Special Needs Education held in Salamanca in 1994, there has been global political consensus that member states of UNESCO should implement Inclusive Education (IE). The idea that countries “should ensure an inclusive education system at all levels” is also a central objective of the UN-Convention on the Rights of Persons with Disabilities, adopted in 2006 and ratified by Poland in September 2012, and was also in evidence at the International Conference on Education held in Geneva in 2008. The article examines the connection between IE as an imagined concept disseminated by UNESCO and some examples of its various interpretations as reflected in country reports and official statements by various ministers of education worldwide. Particular reference is made to the texts of the Ministry of The National Education in Poland. The underlying theoretical assumptions of the article are drawn from insights produced by strands of sociology of knowledge and sociology of organizations based on neo-institutional theorizing. The methodology used is indepth content analysis.

PL

Od roku 1994, kiedy to w S alamance odbył się Światowy Kongres nt. Edukacji Potrzeb Specjalnych, istnieje globalny konsensus polityczny dotyczący implementacji przez państwa członkowskie UNESCO Edukacji Inkluzywnej (IE). Koncepcja „gwarancji, iż [kraje] winny wdrożyć zasady Edukacji Inkluzywnej (IE) na wszystkich poziomach” jest również centralnym punktem Konwencji UN o Prawach Osób Niepełnosprawnych przyjętej w roku 2006, a ratyfikowanej w Polsce we wrześniu roku 2012 – była ona również dyskutowana na Międzynarodowej Konferencji nt. Edukacji w Genewie w 2008 roku. W niniejszym artykule zbadano powiązania istniejące pomiędzy IE jako globalną koncepcją rozpowszechnianą przez UNESCO a jej lokalnymi interpretacjami w postaci raportów i oficjalnych oświadczeń ministrów edukacji, w szczególności Ministra Edukacji Narodowej. Bazą teoretyczną artykułu są teorie socjologii wiedzy i socjologii organizacji odnoszące się do szerszej teorii neo-instytucjonalnej, a metodologię stanowi głęboka analiza tekstu.

Refine search results

1 Interdyscyplinarne Konteksty Pedagogiki Specjalnej

1 Kwartalnik Pedagogiczny

1 Logopedia Silesiana

1 Opuscula Sociologica

1 Studia Edukacyjne

1 Z Teorii i Praktyki Dydaktycznej Języka Polskiego

1 Balcerek H.

1 Fetzki T.

1 Kiuppis F.

1 Knapik-Szweda S.

1 Mironova Tabachová J.

1 Steinhagen A.

1 Vitásková K.

1 2020

1 2019

2 2018