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The tripartite relationship: Physician – Child – Parents. Reflection after a literature review

100%
Antoszewska B.
Szkoła Specjalna
|
2019
|
vol. LXXX(4)
245-255
EN
This paper aims at presenting selected elements that constitute the relationship between professionals (physicians) and an ill child as well as the child’s parents. The discussion is based on the following assumption: All actions undertaken when a child is ill should be performed with two subjects participating in them: the child and the child’s parents, because the exclusion of one of them disturbs the fulfillment of specific goals and tasks. In interactions with specialists, intelligible tripartite communication is undoubtedly of key importance since the course and final outcome of treatment depend on appropriate cooperation between all subjects involved (and in the case of a small child, this includes parents).
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Trójstronna relacja: lekarz – dziecko – rodzice. Refleksje po przeglądzie literatury

100%
Antoszewska B.
Szkoła Specjalna
|
2019
|
vol. LXXX(4)
245-255
PL
W artykule przedstawiono wybrane elementy składające się na relację między profesjonalistami (lekarzami) a dzieckiem chorym i jego rodzicami. Założenie towarzyszące rozważaniom jest następujące: wszystkie podejmowane oddziaływania w sytuacji choroby dziecka powinny odbywać się przy udziale dwóch podmiotów – dziecka i rodziców, bowiem pominięcie jednego z nich okazuje się zakłócać realizację przyjętych celów i zadań. Bez wątpienia kluczowa w oddziaływaniach ze specjalistami jest zrozumiała trójstronna komunikacja, ponieważ od prawidłowej współpracy wszystkich podmiotów (a w przypadku małego dziecka – rodziców) zależy zarówno przebieg, jak i końcowy wynik leczenia.
3
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Doświadczenia nauczycieli szkół przyszpitalnych w paradygmacie inkluzji ucznia ze specjalnymi potrzebami edukacyjnymi

63%
Antoszewska B., Moszyńska M.
Kwartalnik Pedagogiczny
|
2019
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vol. 64(3 (253))
194-206
PL
The inclusion of students with special needs into the education process offered by public schools invites research concerning the transitional space created by hospital schools dedicated for chronically ill or disabled children. The interpretive paradigm was employed for the framework of the study, this choice being motivated by a wish to achieve a more comprehensive understanding of the phenomenon of inclusion. The study aimed at getting acquainted with and describing the work of teachers in hospital schools from the perspective of the inclusion of students with special needs. Hence, the study focused on the work carried out by teachers in hospital schools. The collected information related to the interviewed teachers’ experiences facilitated the identification of common areas that are described in detail in this paper, along with the teachers’ narrations. Conclusions based on the conducted study demonstrate how hospital school teachers implement the notion of inclusion of students with special needs and what their experiences are as far as the inclusion process is concerned.
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