Search results - CEJSH

1

Kształcenie nauczycieli dla edukacji włączającej

100%

Jachimczak B.

Studia Edukacyjne

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2018

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issue 48

33-43

EN

Inclusive education as idea of education appeared in the 1990s. The main aim of inclusive education is full participation, opposition to exclusion of anyone from the possibility of education together with their peers, in their place of residence. It draws attention to the necessity to change the educational policy. In the inclusive education most important are needs (special needs) and oportunities of students, and support. One of the important conditions for the implementation of the idea is proper preparation of teachers for inclusive education. Analyzes of international experience indicate that there are similar problems in most countries. It is worth to recognize them, to take systemic action as soon as possible leading to the change of unfavorable indicators in Poland.

2

Refleksja nauczyciela podstawą działań włączających w edukacji

100%

Skrzetuska E.

Kwartalnik Pedagogiczny

|

2019

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vol. 64(3 (253))

106-118

PL

The article presents the role of teachers’ professional reflection in inclusive education. A teacher in a classroom with pupils with diverse educational needs (including persons with disabilities, behavioural disorders or coming from different cultures) faces many non-standard educational situations. He/She must modify his/her educational activities based on observation of phenomena, deepening his/her knowledge and reflection on his/her observations. In these activities he/she should get the help of specialists, school administration and social environment. The author draws a model of changing the personal professional knowledge of teachers of self-reflection.

3

Beliefs on Inclusive Education Among Teachers and Students of Pedagogical Faculties in South-Eastern Poland

100%

Zaborniak-Sobczak M.

The New Educational Review

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2022

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vol. 70

133-144

EN

The values teachers recognise are an important factor in their actions towards a diverse group of learners. Teacher education must systematically develop a conceptual and contextual understanding of inclusive education, and the assessment of teachers’ competencies in this area supports the building of knowledge regarding the direction of their professional development. The results of the research aimed at identifying the beliefs of teachers and students of pedagogical faculties on the values and competencies of teachers that are important in the context of inclusive education. The four core values and areas of competence of an inclusive education teacher are: differences between learners are considered a resource and an asset to education, supporting all learners, working with others, and personal and professional development of teachers. The research results show that in basic teacher education and professional development, attention should be paid to the development of competencies in the concepts of inclusive education and promoting the academic, practical, social and emotional learning of all learners.

4

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

87%

Chrzanowska I.

Studia Edukacyjne

|

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.

5

Zakorzenienie jako istotny warunek integracji szkolnej

87%

Tersa K.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2017

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issue 16

63-78

EN

Embeddedness in a local community is one of many factors that can improve or even enable building inclusive environments at schools. This article is a theoretical search of roots of embeddedness as a scientific term. It also reviews the factors of its growth and dystrophy. In conclusion, it shows the impact of embeddedness in a local community at the level of social inclusion.

PL

Embededness in local society is one of many factors, that can improve or even allow building inclusive environments at schools. Presented article is a theoretical search for roots of embedednes as a scientific term. It also reviews factors of its growth and distrophy. In conclusion, it shows impact of embededness in local society on level of social inclusion.

6

Prowłączające zmiany w systemie polskiej edukacji – nowe możliwości, ograniczenia i wyzwania

87%

Janiszewska-Nieścioruk Z., Zaorska M.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2014

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issue 4

9-28

EN

The past pro-inclusive actions and solutions in the education of people with disabilities, often can be perceived as highly positive, but, at the same time, they should lead to a critical and reflective approach towards them as well as their consequences. In addition to the undoubted qualities, the article also points out their weaknesses and limitations that are primarily expressed in the totalization of organizational solutions and excessive dissemination, as well as reducing the quality of the pedagogue and teacher education. The above mentioned issues generate a need for fast, corrective actions in the Polish education system.

PL

The past pro-inclusive actions and solutions in the education of people with disabilities, often can be perceived as highly positive, but, at the same time, they should lead to a critical and reflective approach towards them as well as their consequen- ces. In addition to the undoubted qualities, the article also points out their weaknesses and limitations that are primarily expressed in the totalization of organizational solutions and excessive dissemination, as well as reducing the quality of the pedagogue and teacher education. The above mentioned issues generate a need for fast, corrective actions in the Polish education system.

7

Education for Peace in Diversified Groups: Opportunities and Threats

87%

JACHIMCZAK B.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2019

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issue 27

PL

Beata Jachimczak, Education for Peace in Diversified Groups: Opportunities and Threats. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 13–27. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.01The text addresses the problem of social changes related to the interpenetration of people with different cultures, religions, skills or nationalities in a common space, which also means that education is becoming more and more diverse in educational institutions. The transition from homogeneous groups to diverse groups in education has been and continues to be difficult due to many social, organizational and financial barriers. The analysis presented here relate to education for peace as a significant focus on a school (group) open to any individual difference as a resource for understanding oneself and the Other.

8

The improvement of partnership of family and school – in the light of evaluation research

87%

BIDZIŃSKI K.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2019

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issue 25

197-227

PL

Karol Bidziński, The improvement of partnership of family and school – in the light of evaluation research. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 197-227. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.09 Humanistically oriented, qualitative educational studies allow learning about and supporting the processes of social change, including the development of schools directed towards the implementation of the idea of inclusive education. Evaluation research seems to be particularly useful for achieving this goal. The results presented in the article are a part of the extensive material collected in field research, which was conducted in the years 2015-2018 in eight schools of Świętokrzyskie Voivodeship. The aim of the study was to describe school community activity and the subjective and intersubjective structure of the meaning of entities creating space for the implementation of students’ educational needs. The article presents the beliefs of parents and teachers on the educational partnership of schools and family, as well as barriers in its development, reconstructed on the basis of data originated from group discussions conducted in one of the schools that participated in the research.

9

Agresywne zachowania uczniów ze SPE jako źródła lęków nauczycieli. Korelacja osłabiająca sukces edukacji włączającej

87%

Baranowska W., Leszka J.

Studia Edukacyjne

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2018

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issue 51

403-425

EN

In inclusive education, teachers work with all students, including those exhibiting aggressive behaviors. Today, many teachers struggle with challenging student behavior. The study aims to examine (1) aggressive behaviors in students with SPE – a source of teacher frustration in inclusive education, (2) the consequences of these behaviors triggering fears in teachers, and (3) the relationship between teacher seniority and likely consequences as per objective 2. The survey was conducted among 188 teachers. The data were analyzed using descriptive and correlational approaches. We determined that (1) the main source of teacher frustration is the physical aggression displayed by students with ASD, ADHD, ODD and CD; (2) the fear students with SEN may hurt other students is prominent amongst teachers, with a linear correlation between predictable consequences, where the strongest links appear between prediction of conflict in a classroom and the accusation of incompetence levelled at teachers by parents of students with SEN and between the fear of losing self-control and disapproval by superiors; (3) no significant relationship exists between the seniority of teachers and their perception of the sources of frustrations and fears. Against the background of the results, we formulated recommendations on inclusive education training for teachers.

10

УРАХУВАННЯ ОСОБЛИВОСТЕЙ ДІТЕЙ З АУТИЗМОМ НА ЕТАПІ ЇХ АДАПТАЦІЇ ДО ІНКЛЮЗИВНОГО НАВЧАННЯ

80%

Гужва М.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

|

issue 6(40)

296-303

EN

In the article the problems of inclusive training of children with psychophysical violationsare considered. The condition of practice of introduction inclusive education within national educational system is analysed. It is established that at present not each practical psychologist, the teacher even if he has the considerable experience, has been rather informed with the specifics of work with such difficult category of children with autism. It is noted that in Ukraine the Institute of special pedagogics which is scientific institution as a part of National academy of pedagogical sciences of Ukraine develops a scientific-theoretical base of the development and introduction inclusive education. It is emphasized that the problem of the organization inclusive studies of children with autism is difficult and a little investigated. The attention is focused on importance of the establishment of difference of process inclusive education of children with autism from inclusion process in general education space of children with other psychophysical violation.The author has generalized the features of the pupils with autism which the teachers at the first stages of study of these children in general educational institutions have considered. It is established that the process of inclusive education of children with autism can significantly differ from inclusion in general educational space of children with other psychophysical violations. Such characteristics as the lack of balance in the integration of sensory stimuli, underdevelopment language skills, motor disturbances, too much attachment to the repetitive action and a narrow range of interests can be a big obstacle to the inclusion of the child with autism in an inclusive class team, regardless of the level of intellectual development or academic abilities. Definitely specific requirements are needed to the environment adaptation for comfortable stay of the pupils with noted nosology in the educational institutions and to use an individual approach. The process of inclusive education of children with autism may differ significantly from the inclusion in the general space children with other mental and physical disorders. The application of special techniques and methods of correctional work with this category of children should be implemented in the educational institutions.

11

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

80%

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.

12

O edukacji włączającej – z uwzględnieniem problemu bezpieczeństwa uczniów w kontekście formalnoprawnym

80%

Jadach K.

Kultura-Społeczeństwo-Edukacja

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2021

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vol. 20

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issue 2

123-139

EN

The key issue of this article is inclusive education in connection with the formal and legal aspects of students’ safety when they are staying in educational institutions. In the first part, author describes the basic assumptions of the social model of education and it’s international conditions, also referring to solutions that have been recently implemented in the Polish education system. The second part indicates the problems that may be met by educational institutions and teachers trying to achieve a state of full inclusion. They relate to the school’s caring function in terms of security guarantees. The diversity of student population, especially wide range of educational needs may make it impossible for teachers to develop specific approach to individual pupil. It’s caused by formal items, largely determined by the financial situation of particular local government units.

13

Edukacja włączająca – korzyści dla uczniów z niepełnosprawnością i bez niepełnosprawności

80%

Gniazdowska K.

Kwartalnik Pedagogiczny

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2019

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vol. 64(4 (254))

120-134

PL

Parents, teachers and students often wonder whether inclusive education brings benefits and enriches students with and without disabilities, or if it adversely affects one of the groups. Inclusive education has many benefits such as improving the quality of education for all students, overcoming social exclusion and combating discrimination. Inclusive education enables development for all students. There are benefits for students with disabilities such as the possibility of personal, intellectual and, above all, social development. Importantly, a student with a disability has a chance to develop in a natural environment. Students without disabilities can also experience the benefits of inclusive education. They have a chance to get used to difference, learn tolerance and sensitivity to the needs of others. Inclusive education can therefore significantly affect the students’ value system and bring positive changes in the attitudes of students with and without disabilities.

14

Gotowość do akceptacji rówieśników z niepełnosprawnością intelektualną we wspólnej przestrzeni edukacyjnej

80%

Chodkowska M., Kazanowski Z.

Kwartalnik Pedagogiczny

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2019

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vol. 64(3 (253))

56-74

PL

The article presents the results of the analysis of the readiness of peers without disabilities to accept peers with intellectual disabilities in a common learning space. A total of 401 students, attending post-secondary schools, participated in the study. The Integration Readiness Scale was used to collect the research results. It was found that the level of readiness of youths from post-primary schools to function in a shared learning space with peers with reduced intellectual performance can be considered as satisfactory. At the same time, there was a significant variation in the results obtained which depended on the demographic characteristics selected, previous contacts with a person with disabilities at school, and the type of interaction distance to which the consent applied. Unfortunately, as the potential distance decreased so did the readiness to integrate learning with peers experiencing a reduced intellectual performance. In addition, a clearly greater readiness for both direct and indirect interactions (at further distances) was characteristic of girls when compared to boys. Furthermore, it has also turned out that students who had direct contact with peers with intellectual disabilities in their school education are characterised by a lower readiness to integrate, when compared to youths who did not have such contacts. The research results justify the need to better prepare students without disabilities to work together with such peers in the school environment.

15

Uczeń z doświadczeniem migracji w edukacji. Diagnoza potrzeb i obszary wsparcia w ramach edukacji włączającej – uczeń cudzoziemski

80%

Chrzanowska I., Jachimczak B.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2018

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issue 21

PL

The text is dedicated to the subject of support in education involving one of the groups of students with special educational needs - foreign students. Compared to other groups of pupils from the SPE, it is a small population of students in Poland. It represents less than 0.4% of students with special educational needs. The problems of foreign pupils, both in relation to education and social integration in the country they came to, are specific even within the group of pupils from the SPE. However, as the research results on the issue indicate, among others due to the small population of foreign pupils in Poland, teachers regard the problem of social inclusion of immigrant pupils as hypothetical, unrealistic. According to the concept of inclusive education, it is assumed that support in development is to be dedicated to all students regardless of whether they constitute a group: easily identifiable as part of the current categorical approach to the diagnosis of needs, numerous or less numerous, with permanent and serious development disorder or less serious problems, requiring only temporary support and small adjustments. In each case, however, it is necessary to diagnose the needs not only of students and their families, but also teachers and educational staff to introduce systemic changes, so that the support is no longer stigmatizing for the student, and was associated with selfacceptance, self-awareness and the desire to maximize predisposition and developmental potential of a person.

16

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

80%

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.

17

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

80%

Wojciechowska J.

Rocznik Pedagogiczny

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2020

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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.

18

The use of assistive technology for students with disabilities in inclusive education

80%

Chimicz D.

Szkoła Specjalna

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2020

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vol. LXXXI(3)

175-187

EN

Under Section 5, Subsection 5 of the Regulation of the Minister of National Education of August 9, 2017, on conditions for organizing education and care for children and adolescents with disabilities, children and adolescents who are socially maladjusted, and children and adolescents who are at risk of social maladjustment, children with disabilities are granted equal access to education in mainstream schools as well as to curricula, methods, and organization of instruction that are adapted to their psychophysical abilities and provided within an inclusive education model. Many researchers who analyze the conditions for successful inclusion of students with disabilities in mainstream school argue that assistive technology can help these students overcome a lot of barriers they encounter in inclusive settings, thus giving them a chance of a significantly higher level of academic performance and social functioning. This paper explains what assistive technology is and provides a review of available solutions in the area of technological support for students with visual impairments, hearing impairments, communication disorders, and mobility disabilities. It also analyzes the use of assistive technology in working with students with disabilities in a diverse school setting from the point of view of challenges facing teachers and the whole environment supporting students with disabilities.

19

University education of students with disabilities with the example of Pope John Paul II State School of Higher Education in Biała Podlaska

80%

Waszczuk J., Konowaluk-Nikitin H., Pawłowicz-Sosnowska E.

Szkoła Specjalna

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2020

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vol. LXXXI(2)

108-119

EN

Interest in the problem of the participation of people with disabilities in public, social, professional and, in particular, educational life has increased over the past few years both worldwide and in Poland. The literature on the subject includes numerous publications concerning the education of children and youth with disabilities. This is not surprising since education at the primary as well as secondary school level is obligatory in Poland. It is also a condition for taking up higher education. The functioning of students with disabilities in higher education institutions is not so widely commented on in the literature. According to the data by the Central Statistical Office (GUS), the number of university students with disabilities amounted to 22,988 in 2007, and it increased to 31,613 by 2012. However, there has been a decline in the number of university students with disabilities since 2013. There were 28,940 university students with disabilities in 2013, while only 25,121 strived to receive third-level education in 2016, which constituted 1.86% of the total number of students in Poland. The fact that only 4.6% of people with disabilities had third-level education in 2002 is also worth noting. Since 2006, the number of students with disabilities at Pope John Paul II State School of Higher Education in Biała Podlaska has maintained a relatively permanent level of 50 people, representing 1.7% of the total number of students at the school. The objective of the study was to define the specificity of the functioning of the students with disabilities at Pope John Paul II State School of Higher Education in Biała Podlaska in the context of educational conditions offered to them by the school. The findings show that students with disabilities point to their difficult individual situation rather than to the conditions provided by the university as the source of their difficulties in studying.

20

Students with special needs in the Kazakh educational system

80%

Kulesza E., Butabayeva L.

International Journal of Pedagogy, Innovation and New Technologies

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2016

|

vol. 3(2)

26-31

EN

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.

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