The Slovakian society, in which various national and ethnic groups have coexisted for long time, has in fact been a multiethnic society for decades. This becomes more tangible when we consider the fact that not only whole nations and ethnic groups, but also smaller intellectual, family and other groups, that exist within the society, are attributed by their own culture. Each culture (as well as subculture) is defined by its own identifying signs. The last decade has seen changes such as economic reforms that led to growing social and cultural differences between various groups in the population. These differences are reflected in schools, where they make teaching and learning more difficult and contribute to social exclusion.
Objectives: In light of the sudden transformations of today's society, characterized by instability of values, economic and production difficulties, job insecurity and traditional networks of belonging, the orientation of young people and in particular of all those who belong to the most fragile groups, becomes a "orientation across the board". Material and methods: Empowerment is a reinforcement strategy in the school for those with poor academic performance. In this sense, it is appropriate to promote a positive relationship climate that allows each young person to acquire their own interests, needs, values, potential and attitudes of their cognitive and emotional-emotional styles. And it is generally used in organizational development strategies and is decisive in the processes that concern the development of responsibility and potential. The most important empowerment in the school context is certainly the cognitive one, aimed at strengthening the mental abilities of the subject. Results: Favoring a positive, relaxed and empathic relationship climate can mean, encouraging pre-adolescents and adolescents, especially if immigrants, to a relational openness that would allow them to tell their experiences, their needs, their attitudes and ambitions; and also to know their difficulties which, if they are not overcome, lead to an early school leaving and therefore not an easy insertion in our society both from the point of view of work and of the integration process. Conclusions: With this contribution we want to highlight the significant anthropological and pedagogical value of the orientation for an effective contrast of the dispersive phenomenon and the possible solutions to promote an effective integration-inclusion process.
The Convention on the Rights of Persons with Disabilities (CRPD) is the eighth human rights convention enacted by the United Nations. Coming into force in 2008, it is the first international instrument specifically directed toward persons with disabilities. In its articulation of a clear and comprehensive mandate for the elimination of stig-ma and discrimination, it appeared to be a promising vehicle for the emancipation and empowerment of persons with disabilities. As of July 2015 there are 157 ratifica-tions, of which the great majority are developing countries. In this paper we exam-ine the CRPD within the context, and as part of, a larger and very significant global social-ideological orientation: the international movement for inclusive schooling. As inclusion is increasingly embraced around the world, it is important for educa-tors to understand how this major human rights convention is linked to and inter sects with the quest for inclusive schooling. Our analysis reveals that there are in-herent tensions and dialectical contradictions between the broad ideals of the inclusion movement and the more focused priorities of the CRPD. As a result, de-spite grand hopes and elaborate plans, progress of the CRPD has been disappoint-ing. The CRPD is not playing a significant role in inclusive policy making at any level. Very few nations have translated the principles into effective action. Indeed, few countries at present even have the capacity needed to ensure full implementa-tion of the treaty, and the international pattern documents a disconnect between emancipatory rhetoric and measurable outcomes. To date, it appears that the CRPD has done little to materially and educationally improve the prospects of those with disabilities.
This article will discuss one of the main topics on the educational and social agendas in Israel. Integrating children and adults with special needs into schools and the community is a worldwide issue. Many researchers have tried to find and evaluate the most effective integration methods, to assist people with special needs and enable them high quality of life and equality. In this article, we will look at the process of integrating students with special needs and the transition that took place during the last few decades regarding the idea of “inclusion”, which is now a top priority for the Ministry of Education’s directors. Based on recent studies, we will examine whether school teaching staff and student teachers are ready to implement inclusive programs in schools as required. We will then propose ways to optimize the training of the educational staff, towards the implementation of the inclusive programs.
In this paper a number of issues are explored to answer the question: “Do we really want to include disabled people in our schools, colleges and societies?” Many questions are raised and such issues are discussed as legislation, media representations of disability, disability hate crime, images of disabled people, employment of disabled people, transport and other facilities, and the Olympics. Reference is made to two DVDs.
In the article, the current KPH Graz Jugendwertestudie is displayed:In the historical development process, as a research from the „Firmungsstudie” to the intercultural and inter-religious Values StudyClassified in an interdisciplinary question, namely the sense and value of lifeTolerance was established as a fundamental value regarding the studyThe “more” of “tolerance”, namely the “acceptance” from the religions, for example the Islam in terms of the “Projekt Weltethos” (project world ethos) (H. Küng), where all religions shall use their ethical potential for the world’s future.The learning of empathy and solidarity is viewed in an European dimension and is based on the vision of a worldwide inclusive society and a concretization of “steps into the future” is indicated too. The current European research project ETHOS has investigated the needs of all stakeholders (children, students, teachers, parents) and has developed holistic pedagogical-didactic materials for the age group of 3 to 15.The inspiring principles of the Catholic Social Doctrine as a major impetus towards a “planetarischen Bewusstseins“ (planetary consciousness) (L. Boff) are going to be included, where we see ourselves as “citizens of the world” and can understand and help to form a new, more inclusive society.
EN
In the article, the current KPH Graz Jugendwertestudie is displayed:In the historical development process, as a research from the „Firmungsstudie” to the intercultural and inter-religious Values StudyClassified in an interdisciplinary question, namely the sense and value of lifeTolerance was established as a fundamental value regarding the studyThe “more” of “tolerance”, namely the “acceptance” from the religions, for example the Islam in terms of the “Projekt Weltethos” (project world ethos) (H. Küng), where all religions shall use their ethical potential for the world’s future.The learning of empathy and solidarity is viewed in an European dimension and is based on the vision of a worldwide inclusive society and a concretization of “steps into the future” is indicated too. The current European research project ETHOS has investigated the needs of all stakeholders (children, students, teachers, parents) and has developed holistic pedagogical-didactic materials for the age group of 3 to 15.The inspiring principles of the Catholic Social Doctrine as a major impetus towards a “planetarischen Bewusstseins“ (planetary consciousness) (L. Boff) are going to be included, where we see ourselves as “citizens of the world” and can understand and help to form a new, more inclusive society.
All communities of refugee backgrounds should feel supported by the state and the majority, and have the power to strive for a better quality of life, while still being able to proudly proclaim their own culture in for- mal schooling. Culturally inclusive schools appreciate diversity, perceive it as a natural part of a modern society, and encourage all individuals regardless of their cultural background, race, ethnicity, religion, beliefs, gender, or language. This study is a theoretical introduction to the pilot project concerning the expectations and experiences of parents with refugee backgrounds in the context of early learning for their children in Australia. We look at diversity and the successful inclusion of children from refugee backgrounds families into formal schooling by creating culturally inclusive, safe and supportive learning environments.
Artykuł poświęcony jest sytuacji osób niesłyszących w systemie edukacyjnym promującym multikulturowość i transkulturowość. Uwzględnia się tu specyfikę funkcjonowania i identyfikacji tożsamowościowej jednostki żyjącej jednocześnie w „świecie ciszy”, ale w „społeczeństwie dźwięku”. Zwraca się uwagę na tworzenie środowiska edukacyjnego sprzyjającego rozwojowi kulturowości Głuchych oraz znoszącego bariery biopsychospołeczne, w tym komunikacyjne. Praca skupiona jest wokół wsparcia rozwoju dziecka z wadą słuchu, które nie jest w stanie rozwinąć mowy dźwiękowej na poziomie umożliwiającym swobodną komunikację i eksplorację świata. Wzrastając jednak w kulturze Głuchych, może ono percypować rzeczywistość, budując relacje i tworząc reprezentacje poznawcze w Polskim Języku Migowym.
EN
The article is devoted to the situation of the deaf in an educational system which promotes the multicultural and transcultural. This includes the specific of functioning and identity of the hard of hearing, who live in a “world of silence”, but “sound society”. Attention is drawn to how to create an educational environment conducive to the development of the culture of the hard of hearing and abolishing biopsychosocial barriers, including communication. The dissertation is focused on supporting the development of a child who is hard of hearing and unable to develop sound speech at a level that allows human communication and exploration of the world. Growing up in a hard of hearing culture, however, they can perceive reality by creating relationships and cognitive representations in Polish Sign Language.
The article asserts the need for organizations to adopt intentional and transformative Global Inclusion, Diversity, Belonging, Equity, and Access (GIDBEA) practices, to ensure their future readiness. The research developed reaffirms the benefits of GIDBEA strategies in identifying gap areas and navigating crises, by providing insights on how to successfully embed a ‘new different’ GIDBEA strategy into organizational frameworks. By drawing trends across the 2020-2021 COVID-19 pandemic and other previous health and economic crises, it is indicated what is described as the “normality of disruption” and the need to move away from the idea of a ‘new normal’ to a new different. The new different acknowledges that the ‘normal’ or the status quo was often challenging for many. The impact and importance of the disruptions that individuals, communities, nations, etc., all have and will face together, is also recognized. The new different emphasizes organizational transformation through co-creation, sustainability, adaptivity, resilience, and design thinking. By implementing a design thinking model, GIDBEA proactively engages mistakes while promoting innovation through dissent and disruption. As a result, disruptions are not considered episodic crises but as recurring, expected, and presenting opportunities. Furthermore, it is argued that GIDBEA expertise is essential for remaining agile, innovative, and providing strategic organizational architecture to prepare and innovate for these disruptions. However, it is necessary to consider that GIDBEA practice can be limited due to the failure of organizations and leaders to frame it as an asset and develop strategic plans to leverage it in the same way they do other critical functional business units. Therefore, unless prioritized and conducted intentionally, GIDBEA work will not achieve its promised bonuses and transformative potential. The article offers readers insights and tools to assess existing GIDBEA within their organization. Using metaphors of “construction” and “architecture,” it illustrates how reimaging organizational architectures and constructing initiatives focused on GIDBEA are fundamental to resiliency, organizational sustainability, and the ability to thrive through shifting landscapes.
Objetivos: Analizar las competencias pedagógicas de profesores de Educación Física de Santa Clara (Cuba) para la inclusión de escolares con discapacidad.Métodos: La muestra estuvo compuesta por 90 profesores de Educación Física (53 hombres y 37 mujeres) del municipio Santa Clara (Cuba). El instrumento utilizado fue la Escala de Autoeficacia en Profesores de Educación Física hacia Alumnos con Discapacidad (EA-PEF-AD). Se desarrolló un estudio experimental, comparando la percepción de competencia pedagógica de los profesores participantes, antes y después de aplicar un conjunto de talleres de formación en Educación Física inclusiva.Resultados: Inicialmente, los profesores de Educación Física estudiados reconocieron no ser competentes para llevar a cabo el proceso de inclusión de escolares con discapacidad en las clases de Educación Física. Aquellos profesores que participaron en los talleres de formación sobre Educación Física inclusiva mejoraron significativamente (p<0,05 en todos los indicadores) su competencia pedagógica para la inclusión de escolares con discapacidad en la clase.Conclusiones: Este estudio mostró un bajo nivel inicial de competencia pedagógica en profesores de Educación Física de Santa Clara (Cuba) para la inclusión de escolares con discapacidad, pero también confirmó la eficacia de aplicar talleres de formación sobre Educación Física inclusiva para mejorar la competencia pedagógica de los profesores de Educación Física.
EN
Objectives: To analyze the pedagogical competences of Physical Education teachers of Santa Clara (Cuba) for the inclusion of schoolchildren with disabilities.Methods: The sample consisted of 90 Physical Education teachers (53 men and 37 women) from Santa Clara (Cuba). The instrument used was the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D). An experimental study was developed, comparing the perception of pedagogical competence of the participating teachers, before and after applying a set of training workshops about inclusive Physical Education.Findings: Initially, the Physical Education teachers studied recognized that they were not competent to carry out the process of including schoolchildren with disabilities in Physical Education classes. Those teachers who participated in the training workshops about inclusive Physical Education significantly improved (p<0.05 in all indicators) their pedagogical competence for the inclusion of schoolchildren with disabilities in the class.Conclusions: This study showed a low initial level of pedagogical competence in Physical Education teachers of Santa Clara (Cuba) for the inclusion of schoolchildren with disabilities, but also confirmed the effectiveness of applying training workshops about inclusive Physical Education to improve the pedagogical competence of Physical Education teachers.
The article is oriented on inclusion, legislative frame, educational transformation and education of the pupils with intellectual disability. A child, pupil with special educational needs, is a human being. Human beings want social relation-ships for their development, and this is possible to achieve through education and therapeutic interventions. Experi¬ences from inclusive education at Czech schools is based on the School Act. The opportunities for inclusive education are subjects of aesthetic education. Pupils with special educational needs – with intellectual disability are educated at primary and secondary schools, and at special primary school as well. Some of the experiences from the project of EU titled „Creation of inclusive schools network in Moravia-Silesian and Zlin Region”.
PL
Celem artykułu jest ukazanie doświadczeń z procesu inkluzji w ramach czeskiej ustawy szkolnej. Szansy dla właściwego ukierunkowania edukacji inkluzyjnej można upatrywać w wychowaniu artystycznym i wychowaniu estetycznym. Uczniowie ze specjalnymi potrzebami edukacyjnymi z powodu niepełnosprawności intelektualnej mają wielorakie ograniczenia, ale też możliwości. Poprzez edukację szkolną mogą tak jak inni rozwijać się i realizować swoje plany życiowe. Refleksja doświadczeń z projektu Unii Europejskiej „Kreowanie sieci inkluzyjnych szkół w województwach morawsko-śląskim i zlińskim”.
Streszczenie Celem artykułu jest wykazanie jakie warunki muszą być spełnione, aby możliwe było wsparcie rozwoju dziecka, dostosowanie edukacji do jego potrzeb. Postawiono następujące pytania badawcze: czy nauczyciele prowadzą proces indywidualizacji, czy podmiotowe podejście do dziecka jest stosowane? Co wpływa na upodmiotowienie procesu dydaktycznego? Jak możliwa jest autonomia podmiotów w edukacji? Materiał i metody Analizie poddano wyniki badań przeprowadzone przez M. Christ (2013), A. Hłobił (2015), M. Galbarczyk, M. Lejzerowicz (2018) oraz Raport o stanie edukacji IBE Liczą się nauczycioele (2014) i Raport Polscy nauczyciele i dyrektorzy w Międzynarodowym Badaniu Nauczania i Uczenia się TALIS 2013 IBE (2015) poświęcone współczesnym problemom związanym z indywidualizacją i pracą nauczycieli. Wyniki Analiza wyników badań wykazała, że istotne jest wprowadzenie zmian w systemie edukacji. Warunkiem wspierania rozwoju dziecka jest dostrzeżenie jego potrzeb i możliwości, zauważenie ograniczeń i dostosowanie odpowiedniego stylu nauczania. Wnioski Droga do osiągnięcia sukcesu w procesie edukacji to umożliwienie dziecku bycia kreatywnym, chcącym poszukiwać, budować, tworzyć, badać, rozwijać umiejętności.
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Abstract The aim of the article is to show what conditions must be met in order to support the student's development and to adapt education to their needs, with the emphasis on special needs. Material and methods The authors analyzed the results of studies devoted to contemporary problems related to the individualization, autonomy and work of teachers. Results The analysis of study results has shown that it is important to introduce changes in the education system. In order to support a student's development, it is necessary to recognize their needs and abilities, to notice the limitations and to adapt the appropriate teaching style. Conclusions The way to achieving success in the educational process is to enable a person to be creative, willing to seek, build, create, discover, research, develop skills, knowledge and interests as well as provide them with the opportunity to be an actor and an autonomous person.
This research study describes the change in education led by the Municipality of Haifa from the year 2004 until today by the Department for Educational Empowerment in the city. This department specializes in the care of children and youths at-risk. Through a unique multi-systemic model, it succeeded simultaneously in reducing the dropping out of students from the public educational frameworks in the city from 30% to 1.5% and in increasing the percentages of entitlement to the high school matriculation certificate from 63% to 75.36%. The change derived from one value-oriented decision based on theories of social justice and equality of opportunities for the entire population in the city. The research is a narrative study based on the stories of the women who lead the activity in the Department for Educational Empowerment and presents the municipality’s central place in the leadership of quality education for the children and youths found under its responsibility.
PL
Badanie opisuje zmianę w edukacji realizowanej przez Urząd Miejski w Hajfie od roku 2004 do dnia dzisiejszego, wprowadzoną przez Wydział ds. Plenipotencji Edukacyjnych (ang. Department for Educational Empowerment) w tym mieście. Wydział ten specjalizuje się w opiece nad zagrożonymi dziećmi i młodzieżą. Poprzez unikalny model wielosystemowy udało się równocześnie ograniczyć przedwczesne kończenie nauki przez uczniów w szkołach publicznych w mieście z 30% do 1,5% i zwiększyć odsetek uprawnionych do immatrykulacji w szkołach wyższych z 63% do 75,36%. Zmiana ta wynika z opartej na wiedzy decyzji, która bazuje na teoriach sprawiedliwości społecznej i równości szans dla całej ludności miasta. Badanie ma charakter narracyjny i jest oparte na relacjach kobiet, które pracowały w Wydziale ds. Plenipotencji Edukacyjnych, oraz przedstawia centralne miejsce urzędu miejskiego w przywództwie w realizacji wysokiej jakości edukacji dzieci i młodzieży, za których kształcenie urząd odpowiada.
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