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A Teachers’ Perspective of Inclusive Education for Students With Special Needs in a Model Demonstration Project

100%
Ballhysa N., Flagler M.
Academicus. International Scientific Journal
|
2011
|
issue 03
121-133
EN
The goal of the study is to give the teachers’ perspective on challenges and rewards of inclusive education for students with special needs. Participants (N=50) were teachers of four mainstream schools involved in inclusive education through a model demonstration project. The data were collected through a written questionnaire and a focus group. The results show that the participating teachers believe in the message of inclusive education and have embraced it. The challenges are related to (a) lack of adequate professional preparation to work with students with special needs in general and in inclusive settings, in particular; (b) lack of administrative support such as reduced class size and teaching load; (c) lack of support by other professionals and special education teachers; and (d) lack of any supportive resources such as special equipment and modified didactic materials.
2
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Osoba z niepełnosprawnością w rozmowach kazachskich rodziców z dziećmi

99%
Kulesza E., Butabayewa L.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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2017
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issue 16
207-228
EN
This paper explores the issue of social transmission regarding the issue of disability as done by Kazakh parents. It covers, in particular, parents’ knowledge about disability and the content of conversations they have with their children. The diagnostic survey method based on author’s questionnaire with open-ended questions was used. The study included 102 parents: 52 parents of children going to a mainstream school and 50 parents of children attending an inclusive school in, respectively, Astana and Almaty. The analysis has revealed that the parents of inclusive school children are more knowledgeable about disabilities than parents of mainstream school children at p<0.01. The knowledge of parents of the inclusive group is largely derived from their children’s educational environment and the media, and the parents of the mainstream group acquires their knowledge mostly from the media and by personal experience.  The content of the written statements has shown that, compared to the general population, the parental message in the inclusive group more strongly emphasizes tolerance and non-discrimination towards disabled peers. A new concept has also been revealed in the mainstream group that demonstrates negative stereotypical perception of the disabled as people who are abnormal, a concept against which those parents build an image of their own children as healthy and complete. This study confirms the impact of social context on knowledge, attitudes and the image of the disabled and its results are consistent with those of other authors.
PL
The paper presents the issue of social transmission by Kazakh parents concerning disability, especially their knowledge of disability and content of conversations with their children. Diagnostic survey method, survey technique and the author's questionnaire with open-ended questions were used. The analysis of content of the written statements shows that the parental message in the inclusive group compared to the general population more strongly emphasizes the attitude of tolerance and nondiscrimination of the disabled peer. Research confirms the impact of social context on the knowledge, attitudes and the image of a person with a disability and these results are consistent with those of other authors.
3
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Rehabilitacja wzroku jako oferta optymalizacji szans edukacyjnych uczniów słabowidzących w placówkach ogólnodostępnych

72%
Dycht M., Jardzioch A. B.
Niepełnosprawność - zagadnienia, problemy, rozwiązania
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2020
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issue 3-4(36-37)
257-287
PL
Artykuł oscyluje wokół zagadnienia rehabilitacji wzroku jako jednej z form zajęć rewalidacyjnych, proponowanych uczniom słabowidzącym w ramach oferty edukacyjnej i rehabilitacyjnej szkolnictwa ogólnodostępnego. Wskazuje główne założenia usprawniania widzenia, sformułowane na poziomie systemowym, jak i na płaszczyźnie szczegółowych rozwiązań organizacyjno-metodycznych, przydatne do implementacji w Polsce. Z uwagi na znaczący brak rozwiązań w tym zakresie, podnosi potrzebę większej popularyzacji wiedzy na temat istoty i celowości stosowania zajęć rehabilitacji wzroku w odniesieniu do uczniów o obniżonej percepcji wzrokowej.
EN
The article oscillates around the issue of low vision rehabilitation as one of the forms of revalidation classes proposed to students with visual impairment as part of the educational and rehabilitation offer of mainstream education. The paper indicates the main assumptions of visual improvement, formulated at the system level as well as in the area of detailed organizational and methodological solutions, useful for implementation in Poland. Due to the significant lack of solutions in this area, it raises the need for greater popularization of knowledge about the essence and purposefulness of the use of eye rehabilitation activities for students with reduced visual perception.
4
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Wiedza na temat zaburzeń ze spectrum i opinie dotyczące edukacji włączającej dzieci z tymi zaburzeniami u nauczycieli szkół podstawowych oraz studentów kierunków nauczycielskich

58%
Nowakowska (https://orcid.org/0000-0001-7701-5612); I., Pisula (https://orcid.org/0000-0001-7701-5612) E.
Człowiek - Niepełnosprawność - Społeczeństwo
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2018
|
issue 2(40)
29-47
PL
Badanie dotyczyło poziomu wiedzy na temat zaburzeń ze spektrum autyzmu (autism spectrum disorders, ASD) oraz opinii dotyczących kształcenia inkluzyjnego dzieci z tymi zaburzeniami u studentów kierunków nauczycielskich (N = 70) i aktywnych zawodowo nauczycieli ogólnodostępnych szkół podstawowych (N = 70). Poziom wiedzy o ASD oraz opinie na temat inkluzji mierzono dwoma opracowanymi na potrzeby badania kwestionariuszami. Ogólny poziom wiedzy na temat ASD był stosunkowo wysoki, odnotowano jednak utrzymywanie się przekonania o występowaniu u większości osób z ASD wybitnych zdolności, a także niejasności dotyczących znaczenia czynników psychogennych w etiologii tych zaburzeń. Większość badanych nauczycieli była zdania, że dla dzieci z ASD korzystniejsza jest edukacja w specjalnym środowisku szkolnym, uwzględniającym ich szczególne potrzeby. Ze względu na sondażowy charakter badania, specyfikę wykorzystanych narzędzi oraz małą liczbę uczestników uzyskane wyniki należy traktować jako wstęp do dalszych badań.
EN
The research focused on assessing the knowledge and exploring opinions about inclusive education of children with autism spectrum disorders (ASD) within groups of students of pedagogical faculties (N = 70) and practicing mainstream primary schools’ teachers (N = 70). Two newly created questionnaires were used to measure the level of knowledge and explore opinions about inclusion. General level of knowledge about autism spectrum disorders is relatively high, however, the myth about frequent comorbidity of outstanding intellectual abilities with autism spectrum disorders is persistent, as well as some ambiguities regarding the significance of psychogenic factors in the aetiology of ASD. The majority of teachers expressed an opinion that a child with ASD would benefit more from learning in special school environment, answering to their special needs. The research might be treated as an introduction to further explorations due to the usage of self-descriptive scales, the specificity of used questionnaires and little sample size.
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