Sport for All is a universal Olympic idea adopted by supranational institutions such as the Council of Europe, UNESCO, and the UN. Measures that need to be taken to ensure that all people have an equal opportunity to be included in sport are analyzed and discussed based upon a survey of sports and exercise participation in Denmark with a special focus upon people with impairments. The prevailing point of view is a special needs approach to sports participation, whether it is oriented towards separate or integrated forms of organization. It is often unclear whether this approach is aiming for equality of outcome, equality of chance or just a minimum threshold for sports and exercise activity. However, if we adopt a universal approach to Sport for all, then the focus is not on differences among people, but upon the commonalities among human beings in light of their diversity. This approach is associated with the understanding of “universal design” in the UN‟s Convention of the Rights of Persons with Disabilities and the WHO‟s International Classification of Functioning, Disability, and Health. In conclusion, it is highlighted that a more inclusive Sport for All movement is preferable to a segregated or integrated disability sport, provided the persons concerned have a say in every case.
The inclusion of students with special needs into the education process offered by public schools invites research concerning the transitional space created by hospital schools dedicated for chronically ill or disabled children. The interpretive paradigm was employed for the framework of the study, this choice being motivated by a wish to achieve a more comprehensive understanding of the phenomenon of inclusion. The study aimed at getting acquainted with and describing the work of teachers in hospital schools from the perspective of the inclusion of students with special needs. Hence, the study focused on the work carried out by teachers in hospital schools. The collected information related to the interviewed teachers’ experiences facilitated the identification of common areas that are described in detail in this paper, along with the teachers’ narrations. Conclusions based on the conducted study demonstrate how hospital school teachers implement the notion of inclusion of students with special needs and what their experiences are as far as the inclusion process is concerned.
The article is devoted to the problems of disability seen through the prism of needs, both those referred to as special (special educational, developmental, professional needs), as well as those universal. The term (special) needs were analyzed, in particular the problem of losing its basic, psychological significance in the special pedagogy of recent years, as well as its theoretical and practical explorations in relation to nursing-compensating, educational and therapeutic activities. Text points attention to the need to update analyzes consistent with the idea of inclusion, in relation to the issue of the needs of people with disabilities, as a motivating factor and compensation area.
The article is devoted to the problems of disability seen through the prism of needs, both those referred to as special (special educational, developmental, professional needs), as well as those universal. The term (special) needs were analyzed, in particular the problem of losing its basic, psychological significance in the special pedagogy of recent years, as well as its theoretical and practical explorations in relation to nursing-compensating, educational and therapeutic activities. Text points attention to the need to update analyzes consistent with the idea of inclusion, in relation to the issue of the needs of people with disabilities, as a motivating factor and compensation area.
Till 1991, Kazakh education developed in line with education practiced in the Soviet Union; that is why, its system of special education and the theoretical and methodological basis were consistent with the Russian solutions. At present, education is being intensively restructured as the approach to students with special needs has changed. Inclusive education has become one of the priorities for the Republic of Kazakhstan (National Program of Education Development in the Republic of Kazakhstan in 2011-2020). A number of actions were undertaken in this area: legislation was adopted, and the knowledge of good educational practice used in other countries as well as the forms, principles and strategies of implementing the philosophy of education for all was gained. Data analysis showed that the majority of students with special needs (73 percent) are still in special preschools, schools, residential centers, and sanatorium- and hospital-based facilities. As part of inclusive education, special classes and groups are being organized in mainstream settings, and there are mainstream preschools and schools with groups and classes with two to three children with special needs, who have the same core curriculum as their nondisabled peers. Many creators of inclusive education in Kazakhstan emphasize that a friendly social environment is an important condition for successful implementation of inclusive education. That is why it is still topical and important to get to know this environment and to accurately estimate the number of people who need support.
The relevance of the problem under consideration is that the inclusion phenomenon in Greece, as an expression of every child’s right to educational equality, remains an important moral and political issue that needs to be addressed further. Greece, like most European countries, has followed the principles of the Salamanca Declaration. The feature of inclusive education is the willingness of teachers to accept students with special educational needs. Their attitudes and knowledge about inclusive education are important, as they are indicators of such willingness. The aim of this article is to study teachers’ perceptions of inclusive education on the background of Geek schools.
A growing number of arts therapists around the world work in schools, but information on their practices is limited. The aim of this work is to examine the theoretical influences and therapeutic trends prevalent in Czech educational institutions. Data obtained from 142 respondents were collected using the “Practice of Arts Therapies” questionnaire. Based on a statistical analysis of the responses, the results show that therapists prefer predominantly humanistic trends with a wide range of other therapeutic influences based on assimilative integration tendencies. Contrary to the initial assumptions, it was found that there is little difference in the preferences for trends in different work environments. The results can be used for international comparisons of arts therapies in the educational environment, as they seem to be an important area of interdisciplinary practice associated with education.
Creativity is considered a teaching competency. This competency includes the ability to creatively approach problems and difficulties, the ability to be innovative, original, and inclined to take the initiative. This article is an analysis of this competency and contends that it is indispensable in the work of a teacher who is responsible for the process of educating children with special educational needs. This competency triggers the child’s internal motivation through interesting activities and applied methods, and may increase pupils’ motivation to learn, and stimulate a passion for learning and the ability to overcome difficulties.
PL
Wśród standardów kompetencji nauczycielskich jest kreatywność nauczyciela, polegająca na zdolności do twórczego podchodzenia do problemów i trudności, zdolności do innowacyjności, oryginalności, skłonności do inicjatywy. Artykuł jest analizą tej kompetencji jako nieodzownej w pracy nauczyciela, który jest odpowiedzialny za proces kształcenia dzieci ze specjalnymi potrzebami edukacyjnymi. Kompetencja ta wyzwala motywację wewnętrzną dziecka poprzez interesujące zajęcia, stosowane metody, wzmaga motywację do uczenia się, pasję do poznawania i pokonywania trudności.
The paper raises the issue of the specific group of phrasebooks, which contents go beyond the situational frameworks typical for this kind of works. The specifics of conversation books are presented on the example of ten chosen bi- and polylingual phrasebooks that were created for special needs – as a consequence of historical and social circumstances.
Pandemia COVID-19 w znaczącym stopniu wpłynęła na sposoby komunikacji międzyludzkiej i dotknęła wszystkich, w tym ludzi z niepełnosprawnością. Celem podjętych badań było poznanie opinii nauczycieli szkół specjalnych o nowej formie komunikacji z uczniami, jaką ze względu na pandemię stało się nauczanie zdalne. Zwrócono uwagę m.in. na trudności, jakie wystąpiły podczas nauczania zdalnego. W badaniu wzięło udział sześcioro nauczycieli krakowskich szkół specjalnych. W postępowaniu badawczym wykorzystano kwestionariusz wywiadu narracyjnego w opracowaniu własnym.
EN
The COVID-19 pandemic has significantly affected the ways in which people communicate with each other; it has had an impact on everyone including people with disabilities. The aim of this research was to find out the opinions of special education teachers on the new form of communication with pupils that was necessitated by the onset of the COVID-19 pandemic. Among other things, attention was drawn to the difficulties encountered during remote teaching. Six teachers from special schools in Krakow took part in the study. The survey used a narrative interview questionnaire developed by the author.
Właściwa realizacja wczesnego wspomagania rozwoju dziecka ma zasadnicze znaczenie dla przyszłej kariery szkolnej dzieci z zaburzeniami rozwoju. Efektywna realizacja zadań przez specjalistów oraz właściwe przygotowanie rodziców do wspierania dziecka w pokonywaniu trudności i barier są nieocenione. W artykule zaprezentowano rezultaty badań, których przedmiotem uczyniono efektywność wczesnego wspomagania rozwoju dziecka w opinii rodziców dzieci objętych tą formą pomocy. Przedstawiono poglądy i doświadczenia rodziców związane z wczesnym wspomaganiem rozwoju oraz korzyści wynikające z zajęć.
EN
Proper implementation of ECDS is crucial for the future school career of children with developmental disabilities. Effective implementation of tasks by specialists and the proper preparation of parents to support the child in overcoming difficulties and barriers are invaluable. The article presents the results of research on the effectiveness of ECDS in the opinion of parents of children receiving this form of assistance. It also presents the views and experiences of parents associated with ECDS and the benefits arising from these activities.
Edukacja włączająca niesie ze sobą pozytywne przesłanie pedagogiki humanistycznej, równych szans i autorealizacji zarówno dla osób zagrożonych wykluczeniem, jak i pozostałych. Wdrażanie jej podstawowych założeń jest obecnie zalecane przez Komisję Europejską. Przeprowadzone badanie ujawnia niespójność pomiędzy tradycyjnymi wartościami społecznymi, takimi jak miłosierdzie i współczucie z jednej strony, a odzwierciedleniem tychże ideałów w rzeczywistości z drugiej. Zderzenie wartości humanistycznych i kompetencji, a także kwestie organizacyjne przeszkadzają bowiem w pełnej akceptacji edukacji włączającej. Przedstawione badania opierają się głównie na badaniach ankietowych przeprowadzonych w rosyjskim środowisku edukacyjnym.
EN
Inclusive education carries in itself a positive message of humanistic pedagogy, equal opportunities and personality selfactualization for both challenged and unchallenged learners. Yet, the implementation of its basic tenets is currently running the gauntlet of critical reevaluation in Russia’s teaching community. The study reveals controversial relationship between traditional societal values of mercy and compassion on the one hand, and the “ideals vs. reality” ambivalence on the other. The collision of humanistic values and competence resources as well as organizational issues interferes with the full acceptance of inclusive education. The research draws on questionnaire studies in Russia’s educational environment.
The author describes the features of special education in Ukraine. The article deals with the issues of development and reform of special education in Ukraine after 1991. The experience of organization of special education is analyzed. The general tendencies and problems in the system of special education are revealed. Stressed is the importance of scientific research of scientists in Ukraine for the development of special education. Considered are the most common single controversial issues in teaching children with special needs. Ukrainian educational legislation and current regulations in the field of inclusive education presented by the author show that the trends of the present stage of national education system’s development, are possible only in continuous improvement of general and special educational systems and the elimination of borders between them, which still exist today. The article notes that the reform of special education started in Ukraine requires deep, comprehensive and creative interpretation of correction and rehabilitation activities as a social phenomenon.
EN
Autor opisuje w niniejszym artykule kwestię edukacji specjalnej oraz przedstawia problematykę dotyczącą rozwoju i reformy kształcenia specjalnego na terenie Ukrainy po roku 1991. W artykule przeanalizowano kwestie organizacji edukacji specjalnej, ukazano ogólne tendencje i problemy w systemie edukacji specjalnej, podkreślono znaczenie dla jej rozwoju prowadzonych na terenie Ukrainy badań naukowych, a także omówiono najbardziej powszechne i kontrowersyjne kwestie dotyczące edukacji dzieci ze specjalnymi potrzebami edukacyjnymi. Przedstawione przez autora ukraińskie ustawodawstwo edukacyjne oraz aktualne regulacje z zakresu edukacji włączającej wskazują, że rozwój narodowego systemu edukacji jest możliwy tylko w przypadku ciągłego doskonalenia ogólnych i specjalnych systemów edukacyjnych oraz dzięki eliminacji istniejących między nimi barier. W artykule zwrócono uwagę na fakt, iż rozpoczęta na terenie Ukrainy reforma edukacji specjalnej wymaga głębokiej, kompleksowej i twórczej interpretacji zajęć korekcyjnych i rehabilitacyjnych jako zjawiska społecznego.
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