Search results

1

Pedagogika specjalna jako przedmiot zainteresowania współpracowników lwowskiej „Szkoły” (w II połowie XIX wieku)

100%

Wałęga A.

Biuletyn Historii Wychowania

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2020

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issue 43

44-66

EN

oldest pedagogical journal published in Galicia, Eastern Europe, in the last 30 years of the 19th century. To date, these problems have not been analysed in detail in literature on the subject. The journal, devoted in particular to teachers’ training colleges and folk schools, was recommended to teachers in the south of Poland (which at that time was a part of the Austro-Hungarian Empire) as an important means of self-education. It was emphasized that knowledge acquired in teachers’ training colleges had to be broadened and the candidates for teachers, as well as professional Galician educators, should do it on their own. This concerned, among other things, the knowledge of the idiosyncrasies of working with disabled pupils. An analysis of the annual volumes of the journal from 1868–1899 demonstrates that its editors and collaborators dealt with issues in the field of oligophrenopedagogy, education of the deaf and people with impaired hearing, education of the blind and social rehabilitation. Articles published in the journal familiarized the readers with the history and contemporary problems of special education. They also supplied valuable educational and methodological instructions for parents, guardians and teachers of disabled children.

2

Popularisation of Knowledge on International Accomplishments of Special Education in the “Szkoła Specjalna” Magazine During the Inter-War Period

96%

Pękowska M.

Biuletyn Historii Wychowania

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2018

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issue 38

171-185

EN

The paper presents articles published in the “Szkoła Specjalna” (“Special School”) magazine between 1924 and 1939, devoted to the accomplishments of special education in the world. In this period, knowledge about the modern foreign accomplishments in the area of education and care for people with disabilities was conducive to better organisation of the domestic system of special education and had fundamental significance for education and in-service training of special education teachers. In the analysed period, approx. 30 articles referring to foreign accomplishments in this discipline were published in “Szkoła Specjalna.”

3

Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder

95%

Chavez J. N., Martinez J., Pienta R. S.

Journal of Pedagogy

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2015

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vol. 6

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issue 1

95-121

EN

The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviors, and attitudes of third- -grade students (N = 6) with ADHD. Students’ reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during story mapping to assess growth. The practical difference in scores as calculated with Cohen’s d revealed that story mapping was successful in improving students’ comprehension. On tests from the reading basal, students’ scores improved an average of 16.00%, while tests from a computerized reading program improved 20.00%. Students exhibited on-task behavior 79.33% of the time and positive attitudes 82.33% of the time during the intervention. The implications of this study are important in determining effective instructional strategies to promote the active engagement of students and combat the core symptoms of ADHD.

4

(Neo)liberalne uwikłania emancypacyjnego paradygmatu pedagogiki specjalnej

84%

Wlazło M.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2015

|

issue 10

33-49

EN

Education and rehabilitation of people with disabilities are included in the mainstream of social life as a realization of a particular model accounting for both human beings and human relationships. The emplacement of disability and the tasks of special edu-cation in the emancipatory paradigm implies acceptance of the principles derived from the assumptions of liberalism as a concept explaining the essence of human freedom. At the same time the emancipatory trend in the sciences of education has clearly socio-political nature, which essence is the opposition to ideological and economic domina-tion and exclusion of certain social groups. To a large extent it is the opposition to the rules of the neoliberal economy, treated as a source of social and economic crisis. This article presents the relationship between the idea of freedom and the free market in the context of the social model of disability and special education emancipatory paradigm.

5

Zjawisko pozoru w systemie kształcenia uczniów niepełnosprawnych – próba identyfikacji i propozycje rozwiązań

84%

Parys K.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2014

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issue 4

29-55

EN

The article points out the phenomenon of pretence in education of students with disabilities. Activities, which are assumed to help equalization of educational opportunities for students with disabilities – but in effect that is not achieved, were discussed. The author indicates possible causes of selected sham activities and she suggests solutions that can help reduce the pretence in the field of special education.

6

Analiza wybranych norm prawnych określających nowe obowiązki nauczycieli i specjalistów wychowania przedszkolnego i wczesnoszkolnego oraz poradni psychologiczno-pedagogicznych

84%

Serafin T.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2013

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issue 2

25-55

EN

The purpose of this article is to draw attention to the inconsistencies and incoherence in the applicable provisions of education law in relation to the education of pupils with special educational needs arising from disability. Therefore, this paper presents an analysis of the current rules in relation to pre-school and early education and teaching with a focus on the following aspects: 1) new tasks for pre-school and early education teachers, 2) duties of teachers, psychologists and other professionalsworking in kindergartens and schools, for psychological and pedagogicalcounseling centers as well as pre-school and early elementary education teachers, 3) qualification requirements under the regulation of the Minister of Education and requirements for skills gained during studies and determined by the regulation of the Minister of Science and Higher Education on teacher preparation standards in the context of pre-school and early elementary education teachers’ work, 4) comparison between a decision on the need for special education and a certificate of disability.

7

O roli i pozycji badacza w badaniach rzeczywistości szkoły specjalnej i integracyjnej

84%

Gajdzica Z.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2013

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issue 3

9-19

EN

What the study presents is an authorial concept of one of the possible typologies of the research into special education (in special, integrated and mainstream school). The starting point of this typology is the role and rank of the researcher (actor – observer) applied in various research concepts. In the further part, this is juxtaposed with the studies based on direct and indirect data collection. The essence of the text is an analysis of trendy and infrequent types of studies in the indicated field. This analysis incidentally refers to the correctness of the conducted explorations. The study is completed with final conclusions, which comprise a short list of the neglected issues in the field of special education.

8

Speciālās pedagoģijas izaicinājumi 21. gadsimtā

77%

Tūbele S., Vīgante R.

Latvijas Zinātņu Akadēmijas Vēstis. A daļa

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2014

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vol. 68

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issue 1/2

44-54

EN

The article is devoted to special education trends in the 21st century, changes affecting education in general. The 21st century can be seen as the century for challenges. More and more the concepts of inclusive education and inclusive approach come to the view finding access to all people who are learning. However, the specific knowledge and professional competence of the special education teacher always calls for addressing issues related to students with special needs requiring specific teaching methods and support throughout the learning process. In this context, a small illustration offers comparative data on the students’ and teachers’ views in 2002 and 2012, for this article, and the student survey data in the academic years 2002–2009 at the University of Latvia. Various European projects are viewed, and the positive impact on both the development of special schools and special educators’ growth. Particular emphasis on the activities of the European Agency for Development in Special needs Education is made, to its success and the need to make use of the results.

9

Orzeczenie o potrzebie kształcenia specjalnego jako podstawowy dokument organizowania warunków kształcenia specjalnego

77%

Wielebski M.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2018

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issue 20

161-179

PL

Parents who have children with intellectual disability have many difficulties in getting help for their children. First step is collecting documents, second is delivering to Poradnia Psychologiczno – Pedagogiczna, third waiting for the decision, fourth giving it to school and finally getting help. I try to help them and other people. I show, how is important cooperation between parents-teachers-specialist. If it is well we haven’t any problems and everything is easy and short.

10

Aktualne problemy edukacji uczniów z niepełnosprawnością w percepcji nauczycieli w różnych formach kształcenia specjalnego

77%

Lipińska-Lokś J.

Kultura-Społeczeństwo-Edukacja

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2015

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vol. 7

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issue 1

159-177

PL

Education of students with disabilities is a challenge for teachers engaged in various forms of special education. Due to recognizing the limitations and problems connected with education of such a diverse group of students, new solutions are sought.This article compares the higher education systems between China and Ukraine.

11

Analysis of discourse on education and rehabilitation of people with disabilities coupled in the Czech Republic.

77%

Kasprzak T.

Kultura-Społeczeństwo-Edukacja

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2019

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vol. 16

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issue 2

PL

Kasprzak Tomasz, Analysis of discourse on education and rehabilitation of people with disabilities coupled in the Czech Republic. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 225–234, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.14. At the core of the Czech education system and rehabilitation for people with multiple disabilities to the assumption that this is a group that requires a specialized approach to this issue. The main purpose of the text is to present the organization of education of people with multiple disability in the Czech Republic. Education and rehabilitation with the participation of people with multiple disabilities encourages to undertake research related to the dynamics of changes as well as their size. This work is an attempt to show how various factors have shaped the current form of education of people with multiple disability in the Czech Republic.

12

Issues of Children with Disabilities as Reflected in the Jordanian Media from their Parents’ Perception: A SWOT Analysis

77%

Alodat A. M., Almakanin H. A.

The New Educational Review

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2018

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vol. 52

271-283

EN

A SWOT study was conducted to analyze parents’ perspective on the degree to which Jordanian media covers issues of children with disabilities; the study sample consisted of 129 parents. The researchers constructed a scale consisting of 28 items; furthermore, validity and reliability coefficients of the scale were extracted. Results showed a moderate level of media coverage regarding issues of children with disabilities; social media was given the highest rating followed by visual and audio media, and lastly print media such as newspapers and magazines. However, the majority of media coverage addressed physical and health issues and communicative disorders. Finally, recommendations to improve practices were provided.

13

Special Education in the Context of Educational Shifts towards Inclusion

77%

Papuda-Dolińska B.

Kultura i Edukacja

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2018

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issue 2(120)

174-191

EN

The paper analyzes a confusion in the special education field caused by paradigm shifts towards social model of disability and inclusive model of education of children with special needs. Theoretical considerations concern the changes in the subject of the special education field’s interests, terminology, teaching methods and methodology employed by a special education discipline. In the paper special education’s and inclusive education’s assumptions were confronted. As it turned out, in many points they are contradictory. Especially, the notion and practice of categorization rooted in traditional special education and demonstrable in special needs definition, teachers’ training or teaching methods seem to be very difficult challenges for implementation of inclusive education.

14

Edukacja osób niepełnosprawnych

77%

Serafin T.

Studia BAS

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2015

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issue 2(42)

149-176

EN

Teaching children and youth with disabilities is an integral part of the education system in Poland. In publication is provided selected issues from the many legal instruments pertaining to the principles of the organization of special education pupils with a disability in the aspects of: 1) the strategy deciding on equalization of educational opportunities of disabled people, 2) ensuring conditions for learning by preschool and school chosen by the parents, 3) implementation of special education on the basis of quantitative analysis SIO Ministry of National Education. This is in close connection with the creation of legal arrangements giving the chance to earn an adequate education and equal participation in the life of people with disabilities. Based on the analysis of desk research/quantitative data obtained from of Educational Information System (SIO), showing that in the school year 2013–2014 in all kinds of kindergartens and schools has educated a total of 135 506 pupils with various disabilities. Public primary schools were the most frequently chosen for childrens: with low vision (~43.4%), hearing impaired (~41.4%) with autism/ Asperger’s Syndrome (~39.4%), with movement problems (~39%), the blind (~19.8%), with multiple disabilities (~16%), deaf (~12.5%). While the a total of students (135 506) with a disability education in mainstream secondary schools continued 7 222 (approximately 5,3%) of students. In special secondary schools continued training 13 027 (approximately 10%) of the students. Students with the ruling about the need for special education due to different of disability have the right to education at all levels of education in the school chosen by the parents, but not all graduates in gymnasiums are enrolled high schools.

15

Self-Concept in the United States: History and Definitional Models

69%

Pierson M. R.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2014

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issue 4

107-116

PL

Self-concept has been an important theoretical construct for children and especially for children with mild/moderate disabilities in the history of special education. This chapter will review the role that self-concept has played in the field of special education and how it has impacted children in the history of schooling in the United States. Definitional models of self-concept will be presented and analyzed in light of the impact of the social outcomes on academic/cognitive progress.

16

Evaluation of Special Education Teachers’ Opinions about Literacy Textbooks, Teaching Individuals with Intellectual Disabilities

68%

SARI H., Gökdağ H., Ahsen Ela K.

Journal of Modern Science

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2018

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issue 3(38)

53-72

EN

Objectives: The overall aim of the study is to evaluate the textbooks used in teaching literacy for students with intellectual disabilities in terms of teacher opinions. Material and methods: It is a qualitative research. Semi-structured interview method was chosen in the research among interview types included in qualitative research methods. The research was carried out with the participation of teachers in the sub-special classes within the primary schools and Vocational Training Centres affiliated to the Directorate of National Education in Konya. Sixteen teachers, eight male, and six female participated in the survey voluntarily. Five of the teachers are from the Special Education Department, five are from the Class Teacher, and six are graduated from different departments and have an average of twelve years of professional experience. Teachers have experience in teaching literacy skills to students with intellectual disabilities for at least six years of their professional lives. Results: As regarding the textbook used in the literacy teaching, the teachers stated that the books used in literacy teaching are written in plain text and that the plain writing is appropriate. They pointed out the importance of its being suitable for daily life, the ability of children with intellectual disabilities to grasp the straight line more easily, and it is also easy writing in terms of motor development. Conclusions: Children with intellectual disabilities learn to read and write at the same stages as normal children. However, this process is long-lasting. In the reading and writing process, the curriculum should be determined according to the needs of the learners and the activities should be increased, designed to appeal to the greatest possible senses, the motivation of the students should be kept at the highest level.

17

Book review of “Social pedagogy for social inclusion and children’s rights discourses”, edited by A. Odrowaz-Coates, Warsaw 2022

68%

Koc A.

Language, Discourse & Society

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2022

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vol. 10

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issue 2

131-134

EN

Book review of “Social pedagogy for social inclusion and children's rights discourses” – edited volume 2022.

18

Inclusion of Children with Disabilities from the Palestinian-Arab Community in the Israeli Education System

68%

Majadley E.

Rocznik Pedagogiczny

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2020

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vol. 43

197-210

EN

The concept of inclusion is implemented in Israeli educational system with introduction of 1988 Special Education Law (SEL). The political, socio-cultural and economical changes improved the general status of people with disabilities in the Arab and Jewish communities. However, the Jewish education system, and the Arab education system in general differ, that applies also to the issue of special needs education. Students with disabilities representing minority groups suffer from additional barriers. The main aim of the article is to discuss the issue of integrating students with disabilities into general education in Arab schools in Israel. The situation of children with special educational needs (mainly with intellectual disabilities) in educational system in Israel is discussed, with focus on children from Palestinian-Arab community. The Arab teachers attitudes and behaviors toward the inclusion and disability are analyzed. Although, the research within the topic is limited, the available results indicate rather negative attitudes of Arab teachers towards disabilities. This state might be partly embedded within the socio-cultural context. The further research within the topic is necessary.

19

„Społeczeństwo dla wszystkich”, czy tylko „szkoła dla wszystkich” – opinie nauczycieli szkoły specjalnej, integracyjnej i ogólnodostępnej

68%

Skura M.

Kwartalnik Pedagogiczny

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2019

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vol. 64(3 (253))

119-138

PL

Teachers play a vital role in students’ intellectual and personal development, hence they help to prepare citizens. Therefore, it is worth asking what their views are on a “perfectly inclusive” world vision. To analyse the teachers’ perception, the study explored two areas: their outlook on an inclusive society and the importance of an inclusive education for marginalised groups. The research comprised teachers working with Special Educational Needs (SEN) students: 55 from integration schools, 48 from regular schools, 45 from special schools (those with intellectual disability (ID) and autism). The data was collected using a questionnaire. The findings highlighted that all groups thought that people with disabilities primarily needed help and support, special school teachers felt most strongly about this. Special educational needs teachers most strongly disagreed that their group were afraid of the disabled or felt hostility towards them compared to the other two groups. All groups had milder opinions regarding other types of marginalised people. The majority of special school teacher’s had views similar to general society regarding that the presence of refugees in society could pose a danger, whilst most teachers from regular schools thought that refugees were here for work and social care. In light of the study, all groups agreed that regular schools were not the best place for pupils with SEN, however they would make an exception for students with mild disabilities, the children of refugees, and those from national and ethnic minorities. Special schools teachers working with students with severe disabilities strongly agreed that students with an ID and autism generally, should stay in the separated model of education. All groups regarded that the goal of an “education for all” was an unrealistic expectation especially in the near future, just as the goal of an “inclusive society”.

20

ДОСВІД ЗАРУБІЖНИХ КРАЇН У ЗАПРОВАДЖЕННІ ІНКЛЮЗИВНОГО НАВЧАННЯ В УКРАЇНІ

68%

Кайдалова Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

|

issue 6(50)

108-116

EN

The article examines the question of implementation of inclusive education in Ukraine; special attention is paid to the main causes, which hinder the further implementation of inclusive education. Inclusive education can become a very important direction in education, which will provide education, training, upbringing, and implement serious aim – socialization of the child, overcoming barriers of communication and interaction with peers and others. Such kind of education provides that teaching a child with special needs in comprehensive educational institution will have a positive impact both on children with disabilities and on healthy peers. Inclusive education is an opportunity for all pupils to study at schools; in secondary classes, where, if necessary, they will be supported in the educational process and with the redevelopment of schools, classes, programs and activities in order that all pupils, without exception, studied and spent time together. The purpose of this kind of education is to improve the learning environment, in which both teachers and pupils are open to diversity. It must be a guarantee in ensuring the needs of pupils, in respecting their abilities and opportunities to be successful. One of the major problems of inclusive education is the placement of the child to school and kindergarten. There are not very many such schools, which specialize in this kind of education. For example and for comparison we took 6 foreign countries (Italy, Germany, Britain, France, Austria and Portugal). We considered the development and specifics of using of inclusive education in schools of those countries. All the analyzed information shows that those countries which were listed before are in search for new methods and ways of implementing inclusive education, because they worried about the future of residents of their country. In Ukraine, the number of children with special needs is increasing every year. That’s why the use of new approaches in comprehensive schools, especially inclusive education, is significant. Children with disabilities are not a separate category of the population. They have the right to live and study, to be an educated person like others. Their differences don't give any rights to divide them into good or bad. A very important role in the development of inclusive education in Ukraine plays society's attitude to children and people with special needs. Inclusive education must provide educational services for children with special needs, but also it must change the view of humanity in order to understand that they must care for the neighbors and help them, not vice versa.

Refine search results

Pedagogika specjalna jako przedmiot zainteresowania współpracowników lwowskiej „Szkoły” (w II połowie XIX wieku)

Popularisation of Knowledge on International Accomplishments of Special Education in the “Szkoła Specjalna” Magazine During the Inter-War Period

Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder

(Neo)liberalne uwikłania emancypacyjnego paradygmatu pedagogiki specjalnej

Zjawisko pozoru w systemie kształcenia uczniów niepełnosprawnych – próba identyfikacji i propozycje rozwiązań

Analiza wybranych norm prawnych określających nowe obowiązki nauczycieli i specjalistów wychowania przedszkolnego i wczesnoszkolnego oraz poradni psychologiczno-pedagogicznych

O roli i pozycji badacza w badaniach rzeczywistości szkoły specjalnej i integracyjnej

Speciālās pedagoģijas izaicinājumi 21. gadsimtā

Orzeczenie o potrzebie kształcenia specjalnego jako podstawowy dokument organizowania warunków kształcenia specjalnego

Aktualne problemy edukacji uczniów z niepełnosprawnością w percepcji nauczycieli w różnych formach kształcenia specjalnego

Analysis of discourse on education and rehabilitation of people with disabilities coupled in the Czech Republic.

Issues of Children with Disabilities as Reflected in the Jordanian Media from their Parents’ Perception: A SWOT Analysis

Special Education in the Context of Educational Shifts towards Inclusion

Edukacja osób niepełnosprawnych

Self-Concept in the United States: History and Definitional Models

Evaluation of Special Education Teachers’ Opinions about Literacy Textbooks, Teaching Individuals with Intellectual Disabilities

Book review of “Social pedagogy for social inclusion and children’s rights discourses”, edited by A. Odrowaz-Coates, Warsaw 2022

Inclusion of Children with Disabilities from the Palestinian-Arab Community in the Israeli Education System

„Społeczeństwo dla wszystkich”, czy tylko „szkoła dla wszystkich” – opinie nauczycieli szkoły specjalnej, integracyjnej i ogólnodostępnej

ДОСВІД ЗАРУБІЖНИХ КРАЇН У ЗАПРОВАДЖЕННІ ІНКЛЮЗИВНОГО НАВЧАННЯ В УКРАЇНІ