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Inclusive education in the opinion of the teachers from special pre-schools, regarding the chances of success of the inclusive actions towards particular groups of students, education participants, and teachers’ seniority

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CHRZANOWSKA I.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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2019
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issue 25
127-149
PL
Iwona Chrzanowska, Inclusive education in the opinion of the teachers from special pre-schools, regarding the chances of success of the inclusive actions towards particular groups of students, education participants, and teachers’ seniority. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 127-149. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.06 Within the context of the implementation of the inclusive education model, it seems important to learn the opinions of the teachers, particularly those teachers that are experienced in working with a child/student with a disability, regarding the chances of success of inclusive actions, both in the context of the type, and the level of severity of the developmental disorder, the hazard of the developmental disorder, as well as, regarding the remaining participants of inclusive education, i.e. students without or with special educational needs, however, displaying certain aptitudes. The text focuses on the teacher from the pre-school level of education, as well as, refers to the determination of their attitudes towards the realisation of the model ofinclusive education, as related to their seniority.
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Opinie nauczycieli przedszkoli integracyjnych na temat szans powodzenia działań włączających wobec poszczególnych grup uczniów, a staż pracy w zawodzie

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Chrzanowska I.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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2018
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issue 20
77-100
EN
Currently, the idea of inclusive education is perceived as a model of education, far exceeding the idea of inclusion of students with disabilities into mainstream education. It is a vision of a school aimed at considering the needs of all students, i.e. those who exhibit no severe developmental disabilities, with special educational needs, including gifted individuals. Additionally, the scholars of inclusive education agree, that the process is neither easy nor simple. One of the determining factors indicated, is the attitude of teachers towards the very idea. Therefore, a research idea arose, aiming at examining the opinion of teachers regarding the subject of inclusive education, as a potentially dominant form of education. Recognising at least some of its determinants seemed essential. The following article focuses on two of the aforementioned: types of institutions, where the teachers are employed, and the teachers’ professional experience. The research encompasses integrated preschools. It seems that the experience of teachers of such institutions proves particularly significant for recognising the chances and dangers of inclusive education, within the context of Polish integration experience. The two professional groups distinguished, with substantial and minor professional experience, allow to examine the perspective of inclusive action.
3
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INCLUSIVE AND COOPERATIVE APPROACH TO CHILDREN FROM SOCIALLY DISADVANTAGED BACKGROUND

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JABLONSKÝ T., ZDENKA Z.
Scientific Bulletin of Chełm - Section of Pedagogy
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2020
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issue 1
41-48
EN
Being able to understand the diversity of pupils in teaching brings many opportunities to establish various innovations in order to achieve more efficient results of education. One of the current trends in education is supportive inclusive education that is based on respecting the diversity of pupils. This contribution understands inclusive education as a way of implementing the educational process that suits the developmental needs of all pupils. Based on this understanding it identifies factors that influence the performance of pupils coming from socially disadvantaged background and it describes implications relating to confidence, attitudes and motivation of these pupils to learn. Within stimulation of the developmental needs of socially disadvantaged pupils we analyse the possibility to create attractive educative environment by the means of cooperative learning.
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STAN I ROZMIARY UDZIAŁU DZIECI I MŁODZIEŻY Z NIEPEŁNOSPRAWNOŚCIĄ W EDUKACJI WŁĄCZAJĄCEJ W POLSCE

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Chrzanowska I.
Forum Pedagogiczne
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2016
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issue 1
37-56
PL
Edukacja włączająca osoby z niepełnosprawnością jest współczesną tendencją kształcenia w Polsce. W 2012 r. Polska ratyfikowała Konwencję o prawach osób niepełnosprawnych. Tekst ten podejmuje próbę analizy realizacji idei w odniesieniu do wszystkich etapów obowiązkowej edukacji. Jest również próbą zdiagnozowania głównych barier, które to utrudniają.
EN
Inclusion of people with disabilities is a modern trend of education in Poland. In 2012. Poland ratified the Convention on the Rights of Persons with Disabilities. Text attempt to analyze the state of implementation of ideas for all stages of compulsory education. It is also an attempt to diagnose the main barriers to the implementation of the plans.
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Entrenching public relations as inclusive education strategy to generate reliable crime statistics in Nigeria

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Ogbonnaya D., Mahmoud A. T., Odinaka U. V.
Reality of Politics
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2021
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issue 15
72-95
EN
The inclusiveness of education drives sustainable public relations for reliable crime statistics report is determined by power play among critical actors in the sector whose interest are dichotomized into vested and entrenched interests that shaped public opinion on education and crime rate. Access to education can only be inclusive when all stakeholders are involved in its planning, execution and delivery of knowledge in a manner that does not discriminate in access and delivery. However, there is a disconnect between what knowledge is allowed to feed public opinion using public relations by the entrenched and vested interest in the education and law enforcement sectors. While clamor for inclusive education heighten across social class, the cost component of access is not accessible to all. Therefore, the paper argues that deepening equity and inclusiveness in education and law enforcement will neither allow access discrimination nor spurious reportage within the public domain using public relations. It further posits that disparage public opinion on education and law enforcement using public relation mutilate reality and creates false impression that negatively affect planning and development. Edwin Sutherland (1947)`s Differential Association-reinforcement theory of criminal behavior provided the framework while the design was exploratory. Qualitative data was purposively gathered from National Open University of Nigeria (NOUN), University of Abuja (UA), and Divisional Police Headquarters Lugbe. The preliminary fi ndings reveal that equity and inclusive education is necessary sustain objective public relation that will not misguide professional and public on crime statistics in Nigeria.
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