Search results - CEJSH

1

Introduction

100%

Ciechowska M., Szymańska M.

Edukacja Elementarna w Teorii i Praktyce

|

2020

|

vol. 15

|

issue 3(57)

5-6

EN

Exclusion and inclusion in the culturally, economically, and politically deter- mined educational space are one aspect of social life and its many micro-, meso-, eco-, macro-, and chronosystems. This issue is often addressed from theoretical, cognitive, practical, and research angles, which is reflected in scholarly and popular-science pub- lications as well as literary fiction. It is not bound to any particular time or place and it is relevant at all stages of a person’s life, from conception to death. It can therefore be assumed that, to a greater or lesser extent, it governs the integral, holistic develop- ment of a human being, and, by the same token, the development of civilization. Moreover, one could argue that as the biological, psychological, social, cultural, and spiritual (religious) exclusion of the human being is more and more mitigated by his/ her participation in creating a living environment in the local, regional, national, and international spaces, we can observe an increasingly higher quality of the functioning of education systems. This is particularly a challenge for schools, which perform the basic functions-educational and preventative, didactic and protective-as defined by the educational law in Poland.

2

Edukacja włączająca w Norwegii

55%

Antonik A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2013

|

issue 3

87-99

EN

Norway belongs to the group of countries, where the idea of inclusive education, that is one of important UNESCO and European Commision’s directions, is nearly fulfilled. Every child, whatever their special educational needs would be, has the right to attend a local school and to get there a proper help to reach their potential. Special pedagogy should serve the mainsteream schooling, which aim is to be as selfsufficient as it is possible when it comes to adapted educational forms and methods od teaching. Special education is the last option, when general ways of solvings the problem fail. The educational reform toward integration and inclusion of pupils with special eduacational needs was neither easy nor quick, so it is worth for other countries to use norwegian experiences in this field.

3

Metoda projektów płaszczyzną inkluzji dla dzieci z lekką niepełnosprawnością intelektualną

55%

Buchnat M.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2013

|

issue 3

31-44

EN

The project method as a teaching method, which is based on activating teaching strategies, ensures holistic development of a child. It allows to select activities for children at different stages of development, stimulates thinking, teaches to put the newly acquired knowledge into practice and enables to learn through doing, which in particular raises the level of effectiveness of teaching children with mild intellectual disabilities. The joint teamwork of the whole class on the project helped them to enter the social life of the school, becoming a good plane of inclusion. However, according to the studies, the problem is the knowledge and awareness of possibility of applying this method by primary education teachers to support the school functioning of children with special educational needs including those with mild intellectual disabilities.

4

YOUTH IN SPORTS CLUBS: ON THE ROLE OF SPORTS CLUBS IN THE SOCIAL INTEGRATION IN HUNGARY

51%

Török E.

Society Register

|

2018

|

vol. 2

|

issue 1

131-153

EN

It is a widely accepted view that the participation of young generations in organized sports activities has positive impacts both for the individual and the society. However, these positive impacts often does not reach those groups of the society, which would need the most these impacts for improving their chances regarding social participation and thus promoting integration of the society. The paper presents the results of a survey among young athletes inHungary, showing that the perception of the athletes in the sports clubs is very positive regarding the impacts of sports on their lives, but that young people from low-income and low-education families have very limited access to the sports clubs and so to the positive impacts of sports.

5

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

51%

Lewkowicz I., Jaszczyszyn E.

Journal of Preschool and Elementary School Education

|

2015

|

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.

6

Trade Unions and Polish Migrants in the United Kingdom: the Benefits and Limitations of Different Inclusion Strategies

51%

Aziz K.

Warsaw Forum of Economic Sociology

|

2015

|

vol. 6

|

issue 11

27-48

EN

This article examines how the United Kingdom (UK) trade unions organise Polish migrant workers in the aftermath of post EU enlargement migration, and what forms of inclusion strategies they implement. The benefits and limitations of various inclusionary approaches are scrutinised through the analysis of semi-structured interviews conducted with officers of three different large trade unions. These unions have at times, applied similar and at other times very different strategies, which depend on the unions' structures and decision-making. These approaches vary from equal treatment and the 'level playing field' approach to special treatment. While the first combined approach has resulted in some positive experiences in locating and recruiting Polish members, further inclusion through activism, however, calls for a special treatment approach.

7

Doświadczenia nauczycieli szkół przyszpitalnych w paradygmacie inkluzji ucznia ze specjalnymi potrzebami edukacyjnymi

51%

Antoszewska B., Moszyńska M.

Kwartalnik Pedagogiczny

|

2019

|

vol. 64(3 (253))

194-206

PL

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.

8

Specjalne i nie-specjalne. Dylematy współczesnego podejścia do potrzeb osób z niepełnosprawnością

51%

Podgórska-Jachnik D.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2018

|

issue 21

PL

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.

9

Edukacja włączająca – horyzonty myślenia i działania w „szkole dla wszystkich”

51%

Wojciechowska J.

Rocznik Pedagogiczny

|

2020

|

vol. 43

183-195

EN

The aim of the article is to discuss the direction of activities of the contemporary model of education, including elementary education, where the process of inclusion plays an important role. The analysis is based on the contemporary pedagogical scientific literature and recommendations of education policy. The starting point for the considerations is that inclusion is the basis of the concept of “Education for All”. The special attention has been paid to the essence of the development of education according to Thomas Kuhn. In his considerations the importance of language and meanings at all has been emphasized. From this perspective, the roles of both seemed to be a legitimate reference point for the inclusion process. Moreover, the plans for the exchange of ideas and activities have been also indicated in the study.

10

Education towards difference and inclusion. Two types of discourses – to positive pedagogy

51%

Kwieciński Z.

Journal of Gender and Power

|

2014

|

vol. 2

29-36

EN

The main goal of this article is description of two educational discourses pertaining to differences, their acceptance and eradication or alleviation. The first is the special needs pedagogy, which has seen a dispute between the enthusiasts of institutional and social integration of the disabled with people, communities and institutions dominated by those within a given norm. The second is characteristic of the critical pedagogy and sociology – concerns people and social groups who are culturally and socially excluded and marginalised, both overtly and covertly.

11

Day care center as a space for inclusion interactions. Assumptions, areas, good practices

51%

Lewko A.

Problemy Opiekuńczo-Wychowawcze

|

2019

|

vol. 580(5)

17-25

EN

The article discusses issues related to the impact on social inclusion, implemented as part of the activities of the day care center for children and youth. The article is a description of the assumptions of the inclusion process in the light of the theoretical assumptions and those arising from the author’s pedagogical practice. The article contains an outline of the inclusion areas and selected examples of projects incorporated as part of the activities of the day care center for active inclusion.

12

System religijny w dobie globalizacji. Inkluzja i fundamentalizm z perspektywy teorii systemowej Niklasa Luhmanna

51%

Dziuban A.

Poznańskie Studia Teologiczne

|

2008

|

issue 22

319-336

EN

The aim of this article is to examine the phenomena of inclusion and fundamentalism within Niklas Luhmann’s system theory of religion in a globalized society. According to system theory, functional differentiation, rising contingency, and progressing specialization of decision-making centers within western society have all lead to the emergence of a modem and, subsequently, globalized society. Due to changes in the social system, followed by the process of secularization, religion has differentiated itself into an autonomous social subsystem. In effect, it has lost its central position as a value provider and encompassing normative system. Rising religious inclusion and privatization, as well as the emergence of religious fundamentalism, are seen as two opposing, yet complimentary, processes, each emerging as a consequence of modernization and globalization. Inclusion is understood as an individual’s ability to chose between a variety of possible religious options, without the threat of facing any religious or social sanctions. Conversely, fundamentalism is seen as a radical reaction to the process of modernization and progressing differentiation of the social and religious system. From Luhmann’s perspective, both of these processes can lead to the disintegration of religious and, as a consequence, the social system as a whole.

13

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

51%

Gumienny B., Kasprzyk K.

Problemy Opiekuńczo-Wychowawcze

|

2018

|

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.

14

ОСОБЛИВОСТІ ВПРОВАДЖЕННЯ ІНКЛЮЗИВНОЇ ОСВІТИ (НА ПРИКЛАДІ СУМСЬКОЇ ОБЛАСТІ)

51%

Дідоренко Ю.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 6(40)

304-310

EN

The article defines the terms «inclusion», «inclusive education». It is found out that taking into account the global trends in education in Ukraine a form of joint training and education of children with disabilities and their healthy peers is increasingly spreading. The author reveals the researchers views on major issues of problems of implementation of inclusive education in Ukraine. It is noted that the study of the practice of the education of children with impaired mental and physical development revealed that the modern system of educational services is based on the principle of ensuring the fundamental right of children to education and the right to study in the community. The system provides for the education of children with special educational needs in terms of educational institution – inclusive education. The model of inclusive education and basic tasks of its implementation in the framework of our research is defined. The results of the analysis of the practice of inclusive education in the Sumy region (the results of the analysis of the dynamics of implementation of inclusive education, the number of the students with mental and physical impairments that are covered by the inclusive form of education in the Sumy region for three years) are analyzed. The results of the survey of the students, parents and teachers to implement inclusive form teaching students with mental and physical impairments in educational space are mentioned. Conducted within our research a special survey of the students, parents, teachers has found that only a third of them believe that the whole society humanely and mercifully put in the category of children with special educational needs. Based on these results the features of the introduction of this form of training at the regional level and the importance of the formation of social relations of its implementation are identified. As a result of analysis of the survey data, it was found that the vast majority of children showed a strong interest in theory readiness for collaborative learning with children with special needs. The main directions of improving the implementation of inclusive education at the regional level are improving the legal framework, the financial principles, the formation of material-technical base, methodology and staffing, creating a supportive environment at schools, overcoming professional and social stereotypes.

15

Acciological reflexia of the inclusion phenomena in pedagogical informational culture

51%

Ohmush-Kovalevska O.

Intercultural Communication

|

2017

|

issue 3

229-241

EN

Purpose: To investigate the influence of the information culture of a modern teacher on the implementаtion of inclusive education in an educаtional institution and in society. Methods: terminological, system analysis, generalization. Results: the implementаtion of inclusive education is an important component of the reform and innovative development of the educational process. The effectiveness of its implementation depends largely on the teacher, who must be ready for implementation of the inclusion and have the necessary set of competencies to work in an inclusive environment. Such readiness can be effectively developed by constantly increasing the level of its own information culture. By focusing on the development of the teacher's information culture, we will thus ensure the development of such a philosophical concept as inclusion. After all, today it is not just a techniques and methods, it is a process of thinking, a worldview. This is perception, the inclusion in your life of something new, new. Ability to adapt in a changing world. In this article the role of the culture of a modern teacher in the implementation of inclusive education is considered. On the basis of the analysis of literature, the advantages that can be achieved through the development of the informational culture of a modern teacher under the conditions of an inclusive environment are singled out. It is noted that the formation of an information culture offers great opportunities for improving the learning process.

16

TEACHERS’ PERCEPTIONS OF INCLUSIVE EDUCATION ON THE BACKGROUNDS OF GREEK SCHOOLS

51%

KOKKALI D., SOKOL M., ROZLUTSKA G.

Scientific Bulletin of Chełm - Section of Pedagogy

|

2020

|

issue 1

49-57

EN

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.

17

ПРОБЛЕМА ІНКЛЮЗИВНОГО НАВЧАННЯ У ВІТЧИЗНЯНОМУ ПЕДАГОГІЧНОМУ ДИСКУРСІ

51%

Аріщенко А.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 9(53)

132-137

EN

In the paper the problem of inclusive education in the national pedagogical discourse is revealed. The analysis of the scientific and educational literature concerning the views of national scientists on the definition of inclusive education is made. The questions of determining the key features of the integrated and inclusive education are discussed. In the article the purpose, the main objectives and the positive aspects of inclusive education are highlighted. In particular modern society recognizes that inclusion is a more humane and effective educational system that can meet the needs of all the categories of children and young people, regardless of the level of psychophysical development, and contributes to the creation of an inclusive society. By introducing inclusion in the educational process, it is possible to achieve the development of Ukrainian society that will allow every citizen regardless of age and gender, ethnicity, developmental ability participate in society and contribute to its development. Inclusive education should be understood as a comprehensive process to ensure equal access to quality education for persons with special educational needs by teaching them in educational institutions on the basis of personality-oriented teaching methods, taking into account individual characteristics. It should also be noted that among the priorities of inclusive education is the development and introduction of inclusive educational technologies in the context of an inclusive approach and model for special education services to students with special needs, including those with disabilities. While creating inclusive educational environment, students get used to the fact that the world and people in it are different, that everyone has the right to life, education and development. The international community believes that people with disabilities have the same rights as all others, and they should have equal opportunities in the implementation of these rights. Today the task of the state and society is to do so that all could get an education and to live fully, regardless of the health capabilities. Inclusive education system allows fully realize the educational rights of persons with special educational needs.

18

Specjalne i nie-specjalne. Dylematy współczesnego podejścia do potrzeb osób z niepełnosprawnością

51%

Podgórska-Jachnik D.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2018

|

issue 21

69-88

EN

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.

19

The Involvement of Budapest Residents with Visual Impairments in Leisure Sports: Barriers and Facilitators

51%

Gombás J., Gál A.

Physical Culture and Sport. Studies and Research

|

2016

|

vol. 70

|

issue 1

44-54

EN

Since the political and economic changes that occurred in 1989-1990, Hungary has been in a state of transition from a socialist regime to a democratic culture. In an effort to comply with the rules of democracy, equal opportunities for people with disabilities are demanded on various platforms. However, inclusion in sports is still uncommon, and physical education (P.E.) teachers, trainers, sports scientists, etc. are not provided with in-depth education on adapted sports. The present study examines the involvement of Hungarian adults with VI (visual impairments) in leisure sports and investigates facilitators and barriers which members of the target group face. First, the educational opportunities (segregation or inclusion) provided for Hungarian children with VI are introduced. The historical and legislative backgrounds are presented in order to give a clear review of the social context. Findings of a survey on the activity levels of Hungarian adults with vision loss are introduced, which reflect the target group’s willingness to get involved in leisure activities and also pinpoint factors which hinder their participation (e.g., professionals’ unfamiliarity with the special needs of those with VI and adapted sports opportunities).

20

Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

51%

Nijakowska J., Tsagari D., Spanoudis G.

Studies in Second Language Learning and Teaching

|

2020

|

vol. 10

|

issue 4

779-805

EN

The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dyslexics) scale measuring the beliefs of 546 pre-service and in-service teachers of English as a foreign language (EFL) across three countries (Cyprus, Greece, and Poland) on their preparedness to include learners with dyslexia in mainstream foreign language (FL) classes. Principal component analysis of the scale led to a two-factor structure, that is, knowledge and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners, and stance towards inclusion. The analysis of measurement invariance confirmed the generalizability of the TEPID across all subgroups and allowed valid comparisons between factor variances and covariances. The scale is a useful tool for investigating perceived teacher preparedness to include dyslexic learners and variables that influence TEPID, comparing the results across countries, and designing tailored pre-service and in-service training schemes on inclusion.

Refine search results