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Dlaczego dziecko z niepełnosprawnością zwykle staje się uczniem upośledzonym?

100%
Gajdzica Z.
Kultura-Społeczeństwo-Edukacja
|
2012
|
vol. 2
31-40
EN
The presented study aims at the identifi cation of these mechanisms in the area of integrated education as well as at showing possible consequences for educational practice and the development of disabled learners. The first is related to the biological model of disability, which is determined by the notion of physiological norm and for which organism impairment is a constitutive feature. What ranks as priority in the second standpoint are special educational needs treated as a derivative of functional disorders. This point of view is particularly visible in some psychological definitions presenting disability as individual functional disorders. The last perspective of viewing the disabled learner which is discussed here is situated in the assumptions of constructivism. Each of the presented standpoints allows for slightly different handling of the disabled learner’s school problems. In the presented article, the discussed issues are rooted in the last – constructivist approach.
2
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Educational Space of a Learner with Disability in the Context of Infrahumanization of “Outgroups”

88%
Bełza-Gajdzica M.
Kultura i Edukacja
|
2018
|
issue 4(122)
164-174
EN
The study is aimed at presenting the educational space of a disabled learner within the category of infrahumanization – social categorizing into “ingroups” and “outgroups”. The presented issues comprise educational space, three functioning forms of education, the phenomenon of infrahumanization and the common group identity. Disabled learners’ functioning within a class is presented in: mainstream school (where the dominating group consists of learners without disabilities), integrated school (where categorization of learners is shaped in the way offering more chances to the disabled), and special school (a segregation-based form). Two dimensions of the discussed phenomenon of infrahumanization are indicated – heterogeneousness, which enhances attitudes of acceptance and understanding within a class group (micro-dimension) and its more serious social consequences (macro-dimension).
3
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O fenomenie dostosowania na gruncie praktyki edukacji inkluzyjnej

87%
Gajdzica Z.
Kultura-Społeczeństwo-Edukacja
|
2016
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vol. 9
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issue 1
199-211
EN
Adaptation is a notion frequently used in legal acts which normalize the educational situation of learners with disabilities. This has made adaptive activity an immanent part of school practice. The thesis is put forward that adaptation is an ambiguous category and therefore is used in various ways or is frequently overused. In many circumstances, this notion has become a skeleton key which opens the space for free lowering of educational requirements and schematic simplification of educational situations, which frequently hinders learners’ development. The study is aimed at explaining the phenomenon of adaptation and at considering its possible variants with special regard for the context of inclusive education of disabled learners.
4
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A Disabled Student – different faces of behaviour at the margin of the Big Five Personality Traits Theory

75%
Bełza-Gajdzica M.
Studia Pedagogiczne
|
2017
|
vol. LXX
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