Search results

1

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.

2

Opinie nauczycieli szkół specjalnych na temat edukacji włączającej – uczeń ze SPE w szkole włączającej

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Chrzanowska I.

Studia Edukacyjne

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2016

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issue 41

55-74

EN

The idea of inclusive education is the concept of education for all. According to opinions of different backgrounds, it seems that the idea of inclusive education in Poland is mainly associated with the “problem” of a presence of students with disabilities in the mainstream school. The studies on the phenomenon of inclusive education were focused on the problems of the organization of education, teachers’ competences, and their consequences for the student withdisability. Seldom, if ever, is the phenomenon recognized in the context of all students, participants in the process. The idea of inclusive education goes beyond a single entity, i.e. a student with a disability. This idea requires a search for a new model of school – “a learning school” (like in the model of a learning organization). The school should be a place where people for all time are expanding their capacity to achieve results, constantly discovering and creating thereality in which they live.

3

Kształcenie ponadgimnazjalne/ponadpodstawowe uczniów ze specjalnymi potrzebami edukacyjnymi – pomiędzy edukacją ogólnokształcącą a zawodową – na przykładzie miasta Łodzi

100%

Jachimczak B.

Studia Edukacyjne

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2018

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issue 51

39-52

EN

The purpose of this article is to analyze the post-gymnasium/ post-primary education in the context of students’ special needs. In the first part of the article, the author presents the problem of shaping educational paths of students with special educational needs. Then the author briefly describes the changes in the education in mainstream secondary schools and vocational secondary schools (including basic vocational schools) during the transformation period. In the further part of this article, the author analyzes the educational opportunities and limitations of students with special educational needs in their individual and environmental predispositions and with reference to the results of external examinations. The article ends with the indication of the need to support students with special educational needs in shaping their educational and professional choices.

4

Parents’ engagement in the education of lower secondary school students with and without special educational needs – which strategies bring expected results?

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Szumski G., Karwowski M.

Edukacja

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2017

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issue 2(2017)

63–77

EN

This article presents an analysis of approaches to the engagement of parents in the education of lower secondary school students with and without special educational needs (SEN), as well as its effect on school achievement. The analysis of the results from almost 1500 Polish lower secondary school students, including almost 300 students assessed as SEN, showed that parents in both groups varied in their strategies to help their children. Parents of students with SEN more often directly helped their children with homework, although this strategy negatively correlated with school achievement for both groups. The results opposed a widely held claim that students with SEN require alternative types of parental support. These findings may, therefore, have a practical role for shaping parental and teacher’ beliefs about the most effective ways to improve the achievement of lower secondary school students.

5

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

93%

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.

6

Empathic Sensitivity of Children with Special Educational Needs in Inclusive Learning Environment in Poland

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Barłóg K.

The New Educational Review

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2018

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vol. 53

273-282

EN

Empathic sensitivity or empathy is the basis for human interactions and communication, proper interpersonal relationships. As a process and phenomenon, it is particularly important in education and social and emotional functioning. The research, which has already been conducted, was focused on the development of empathic sensitivity of children and young, able-bodied people. The reform of education in Poland implemented in 1989 enabled students with special educational needs to access education in mainstream schools. Preliminary studies in this field are an attempt to show the empathic sensitivity of children with special educational needs who are learning together with healthy, non-disabled friends – their peers in mass education, which is inclusive. The aim of this paper is to present the research outcomes concerning inclusive education in the Podkarpackie Province, Poland.

7

Special Education in the Context of Educational Shifts towards Inclusion

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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.

8

Psychologiczne aspekty pracy z uczniem z doświadczeniem migracyjnym

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Szydłowska P., Durlik J.

Postscriptum Polonistyczne

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2018

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issue 2 (22) Glottodydaktyka wśród dzieci i młodzieży wobec wyzwań wielo-, transkulturowości i ruchów migracyjnych

157-169

EN

The article summarises the most important issues concerning working with students with migration experiences: foreign teenagers and children, young refugees and children of repatriated persons. The article authors underline the psychological aspects and not only refer to changes in school curricula or language differences, but also discuss the cultural differences and issues such as cultural shock (experienced also by people who come back to the country of their origin), adaptive stress or post‑traumatic stress. The authors also highlight the unique abilities of the migrant students and suggest effective ways of using them in school education. The article concludes with a short presentation of the legal acts that define they ways of supporting this group of students and with a list of publications that may become a source of inspiration for anyone interested in the matter.

9

Dziecko dwujęzyczne jako uczeń o specjalnych potrzebach edukacyjnych. Słownik dziecka dwujęzycznego – studium przypadku

93%

Kyrc B.

Postscriptum Polonistyczne

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2018

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issue 2 (22) Glottodydaktyka wśród dzieci i młodzieży wobec wyzwań wielo-, transkulturowości i ruchów migracyjnych

51-67

EN

The article aims at discussing the situation of a bilingual foreign child at a Polish school and the type of the educational, psychological and pedagogical support that it might receive. The article author proves such child to be a student with special educational needs due to its specific linguistic, social and psychological situation. Both theory and practice suggest that such child’s educational success results above all from its mental vocabulary content. In the case of a bilingual student such vocabulary needs to be competently developed and stimulated.

10

Who am i most willing to employ – on the expectations of head teachers of special and integrated schools from university graduates in pedagogy and special pedagogy

93%

Studia Pedagogiczne

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2014

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vol. LXVII

11

Tablets for inclusive teaching and learning in a mainstream setting - a need analysis

93%

Galanciak S., Weiss A., Judge M., Grebe C., Nunez C., Graf J., Tanaś M., Kehl F.

International Journal of Pedagogy, Innovation and New Technologies

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2018

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vol. 5(2)

1-10

EN

The article presents the results of international research on the use of mobile technologies as a support in the process of educating students with special educational needs. A team of researchers from five European countries conducted a survey among teachers using tablets while working with students with disabilities. Answers from the respondents reveal the image of educators who seek on their own, without any systemic support, opportunities to strengthen the educational opportunities of their pupils. The research results indicate that systemic organizational, methodical and financial solutions should be developed to facilitate the introduction of mobile devices for special and inclusive education.

12

Pupils with special educational needs in a school common room – reports from research

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Gumienny B., Kasprzyk K.

Problemy Opiekuńczo-Wychowawcze

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2018

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vol. 569(4)

45-55

EN

A common room at school should provide the classes considering the educational and developmental needs of pupils, as well as their psychophysical capabilities, in particular the classes developing pupils' interests, allowing proper physical development and doing their homework. The addressed issues relate to the conditions and activities undertaken in the common rooms of state schools, which create an inclusive space for the pupils with special educational needs. The method of a diagnostic survey and the survey questionnaire of its own design were used in this study. The research group consisted of the teachers – tutors from common rooms in Rzeszów who shared their opinions and experiences on successes and real inclusive difficulties. The specific problems were formulated in the questions: What special needs do the pupils using the common rooms demonstrate? What is the level of conditions in the school common room in the range of the activities for the pupils with special educational needs? And what successes and difficulties in implementing inclusion do the teachers of the common rooms indicate? In the course of diagnostic research, the group of children with special needs was identified, the situations favourable for inclusion and the difficult situations, requiring systematic approach and verification, were determined. The obtained results show the urgent need for changes, both by the bodies governing schools and by the headmasters, in the organization and the specific conditions of functioning of all pupils (including the pupils with special educational needs). In relation to the above, an important message for science is not only the aspect of diagnosis of the pupils' situation, but also the design, modelling and evaluation of the school's care and educational tasks.

13

Support for students with disabilities in a period of educational change

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Dyduch E., Trojańska M.

Szkoła Specjalna

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2020

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vol. LXXXI(2)

99-107

EN

In Poland, the right to education is guaranteed by the Constitution of the Republic of Poland (Article 70). People with disabilities have full access to the free universal education system. The Act of Educational Law published on the 14th of December 2016 (Journal of Laws 2017, Item 59, Article 1, Point 6 & 7) guarantees free and unlimited access to all types of education to students with special educational needs. This is done in accordance with their cognitive, social, and emotional development, educational needs, and predisposition. They are also granted the right to individualized care plans, approaches, and curricula. Students with special educational needs are offered unlimited access to services specializing in compensation, enhancement, and improvement of their wellbeing. The complex and multifaceted approach that is provided for students with disabilities in education is not only to support their comprehensive development but also to develop skills that will allow them to: successfully communicate (verbally and nonverbally), make their own choices, be creative, solve problems, be able to assess the impact of their actions on their lives and their environment, cope in various situations, build their own system of values and beliefs, and be able to work well with others. Support for students with special educational needs should be individually tailored depending on students' age, type and severity of disability, type of service (educational, rehabilitation, occupational) and also on students' interests, talents, and preferences.

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SPECJALNE POTRZEBY EDUKACYJNE DZIECI I DOROSŁYCH – WYZWANIA I KONSEKWENCJE DLA POLITYKI OŚWIATOWEJ I SPOŁECZNEJ

93%

Skałbania B., Grewiński M.

Polityka i Społeczeństwo

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2017

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issue 3(15)

81-94 (14)

EN

The aim of the article is to analyze the situation of people with special educational needs in the context of the education process, professional work, as well as social life, which is a challenge for contemporary education and social policy. The article can be treated as a theoretical review, where the following issues are analyzed; subject literature, research reports, legal acts of the education system, statistical data, legislative solutions in Poland and selected European countries, and the proposed models of help and support. The result of analysis is a deepening the educational and social diagnosis of and reflec-tion on the direction of change.

15

The Development of the Idea of the Inclusion of Children with Special Educational Needs in View of Pre-School Education and Primary School

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Lewkowicz I., Jaszczyszyn E.

Journal of Preschool and Elementary School Education

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2015

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issue 8

59-74

XX

Modern views on education have evolved to regard it to be the right of every human being (regardless of gender, nationality, colour of skin, state of health or individual capabilities) to education. In order to provide the best conditions of education for students with various educational needs it is necessary to create a proper climate for working with them at school and in the family environment. What is needed here, is: a) a coalition of all entities responsible for providing psychological-educational assistance for a child and, b) a high level of education offered, c) development of schools and kindergartens, which will properly satisfy the needs of children with special educational needs. In this process it is necessary to create the legal basis for such actions, a climate of social acceptance, preparation of teachers and other staff working in educational institutions and organizing conditions and situations for direct contacts and interactions of children of diverse needs and development capabilities. Mutual relations can be maintained in a climate of acceptance, understanding, joy and sense of one’s personal development. Inclusive education is our hope for providing able-bodied students and students with special educational needs the sense of belonging to the same community, which is a school/kindergarten as well as to a globally organized human civilization.

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

81%

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”.

17

Kim jest uczeń ze spektrum autyzmu – implikacje (glotto)dydaktyczne

81%

Andrychowicz-Trojanowska A.

Applied Linguistics Papers

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2022

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vol. 26

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issue 4

1-8

EN

The article is devoted to special educational needs and difficulties of Asperger syndrome (AS) students. Asperger syndrome is more and more often diagnosed in Poland. As a consequence, the number of such students in Polish schools is growing. However, the problem is that teachers are not taught how to work and deal with Asperger syndrome and autism spectrum disorder (ASD) students. The aim of the article is to shortly characterise ASD and AS, show the areas of ASD and AS students’ difficulties and give some simple hints of how to behave, what to do and what to avoid in the classroom where these students are present.

18

Evaluation of school achievements of students with special educational needs – a preliminary study

81%

Autayeva A. N., Satova A. K., Butabayeva L. A., Kulesza E. M.

Szkoła Specjalna

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2019

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vol. LXXX(1)

31-42

EN

In the first part of the article, the authors present new regulations in Kazakhstan that oblige teachers to monitor students’ academic achievements; they also draw attention to problems relating to the evaluation system for students with special educational needs in inclusive education. This gave grounds for undertaking research with the aim to analyze foreign experiences (in selected countries) and reflect in detail on the student evaluation system in Kazakhstan. In the next part of the article, the authors briefly outline Australian solutions and then provide a more detailed description of Polish and Russian solutions. A special focus is given to the analysis of the Kazakh system monitoring academic achievements in students with special educational needs, and both positive changes and the need to develop new systemic solutions are pointed out. The authors have found that I. Altynsarin National Academy of Education developed psychological and pedagogical approaches (student-centered, activity-based, and health-saving), pedagogical conditions, tasks, and functions of criterial evaluation of educational achievements, and requirements for a system of criterial evaluation of educational achievements of young students with special educational needs in an inclusive environment. At the same time, the questions concerning the procedure for evaluating individual achievements, the selection of methods, forms, means, and conditions of assessment as well as the consideration of personal indicators and the teacher’s professional and psychological readiness to participate in the assessment of students’ achievements have not been answered. That is why it is necessary to continue research on the process monitoring academic achievements in students with SEN that would result in creating a system to evaluate the performance of students with SEN, taking into consideration the Kazakh solutions and best practices as well as other countries’ experiences.

19

The opinions of foster parents on the personal level of cooperation with teachers in the context of children’s special educational needs. A scientific report

80%

Ćwirynkało K., Bartnikowska U. B.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2020

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issue 29

75-95

PL

Children from foster families are a specific group of students because they are often disabled, have special needs, difficulties and experienced violence or neglect. Foster parents have to face challenges related to their upbringing. The text is a scientific report presenting the opinions of foster parents on their cooperation with teachers. For this purpose, an interpretative paradigm was adopted and phenomenography was applied. The subjects (21 foster parents of school-age children) participated in three focus group interviews. Qualitative data analysis was used to identify positive and negative aspects of the foster parents’ experiences in cooperation with the school. The article is focused on the personal level of this cooperation. The answers provided by the parents in the study reveal predominance of negative experiences and emotions in this respect. The subjects pointed to such problems as: failure to notice and understand children’s problems/difficulties, the lack of individualization, maladjusted requirements, incompetence of teachers and the absence of informational feedback from the school. However, some respondents noticed positive elements of cooperation with teachers, such as the ability to recognize the child’s needs and problems by teachers and educators, sharing information about the child, taking into account the information provided by parents and adapting requirements to the child’s abilities. The results were used to develop recommendations aimed at improving cooperation between the school and foster parents.

20

Cooperation of teacher aides, families and teachers in the process of school integration

80%

Turzák T.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2014

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issue 7

75-82

PL

This article deals with the issue of tasks that teacher aide faces by education of children with special educational needs who are integrated in common classes in Slovak republic. Author concerns with theoretical issues of cooperation of teacher aide and parents of child with special educational needs. Author deals with the field of special competence of teacher aides in details.

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