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1

The sentiments, attitudes and concerns of educators when working under the conditions of inclusion

100%

Potměšil M.

Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica

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2011

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vol. 4

71-84

EN

This research is part of the international research project SACIE (Sentiments, Attitudes & Concerns about Inclusive Education). The international research team is formed of Dr. Ch. Forlin – Institute of Education Hong Kong, dr. T. Loreman and Dr. Ch. Earle – Concordia University College of Alberta, Canada, Dr. U. Sharma, Monash University, Victoria, Australia, and the author of this article. The research was focused on the field of sentiments, attitudes and concerns of educators when working with people with intellectual disabilities. This study aimed at discovering whether the above stated parameters change after qualification was achieved in special education. The results of research, encompassing a period of three years, aimed at describing a group of 794 educators from a developmental perspective of their attitudes, opinions and concerns focused on the process of inclusion. The research was divided into two phases – the 1st phase before commencement of the university (Bachelor’s) specialized study of special needs education, and the 2nd phase conducted a month before termination of this three-year study programme.

2

Chinese families’ adaptation to childhood deafness: implications for psychoeducational support for families with deaf children in China

63%

Shenglin L., Potměšil M.

Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica

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2011

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vol. 4

34-48

EN

Childhood deafness not only impacts children’s development, but also affects all aspects of family life. This study used a sample of 107 families with deaf children from China to examine how Chinese families adapted to the stress of having a deaf child in the family. A questionnaire was developed to assess the impact of childhood deafness on family life, the family’s perception of childhood deafness, the family’s resources, and the overall outcome of adaptation. The results showed that childhood deafness, as a stressor, impacted Chinese family life considerably, leading to a series of parenting difficulties, such as additional financial burdens, difficulty in communicating with the child, and so on. However, in general, the surveyed Chinese families adapted to childhood deafness positively despite experiencing strong and long-term grief. The positive adaptation could probably be contributed to Chinese families’ collective resources, such as family cohesion and open communication. Finally, implications for psychoeducational support for families with deaf children in China are discussed.

3

A survey on school adaptation of pupils with developmental disabilities in mainland China

63%

Guo L., Potměšil M.

Niepełnosprawność

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2020

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issue 37

148-165

PL

Artykuł przedstawia wyniki badań dotyczących poziomu adaptacji szkolnej uczniów szkół specjalnych podlegających wydziałowi edukacji dla dzieci z zaburzeniami rozwojowymi. Jego celem była analiza obecnej sytuacji oraz opracowanie wskazań odnośnie interwencji i wspomagania procesu adaptacji dzieci z zaburzeniami rozwojowymi do życia szkolnego. Badaniami objęto 9 szkół specjalnych w prowincji Sihuan w Chinach kontynentalnych, grupa badawcza liczyła łącznie 197 uczniów klas I-III. Do zebrania danych wykorzystano Brief Demographic Questionnaire (Skrócony Kwestionariusz Demograficzny) oraz School Adaptation Assessment Scale for Children with Disabilities (Kwestionariusz Oceny Adaptacji Szkolnej Uczniów z Niepełnosprawnościami). Uzyskane rezultaty pokazują, że poziom przystosowania do życia szkolnego uczniów z zaburzeniami rozwojowymi nie jest zadowalający i wymaga poprawy przede wszystkim w zakresie takich wymiarów jak: wykorzystanie zasobów i adaptacja do zasad, komunikacja interpersonalna i uczestnictwo w zajęciach, aktywności szkolne i przyrost wiedzy. Płeć i czynniki geograficzne nie różnicują istotnie uzyskanych wyników, stwierdzono natomiast, że istnieją znaczne różnice między dziećmi z różnymi rodzajami niepełnosprawności, wśród których najlepiej adaptują się do życia szkolnego dzieci z niepełnosprawnością intelektualną, a najniższy poziom adaptacji wykazują dzieci z niepełnosprawnością sprzężoną. Stwierdzono także istotne różnice w adaptacji wśród dzieci w różnym wieku. Poziom adaptacji starszych uczniów jest znacząco wyższy niż młodszych dzieci.

EN

In order to provide reference for intervention of school adaptation to special schools and improve the adaptation level of children with disabilities to their school life, this study investigated the current situation of school adaptation among children in Peizhi department of special schools. The sample comprised by 197 pupils from 1st to 3rd grades in 9 special schools in Sichuan province of mainland China. Brief Demographic Questionnaire and School Adaptation Assessment Scale for Children with Disabilities were used to collect data. The results show that the overall situation of school adaptation for children with developmental disabilities is not satisfying and especially need to be improved in the dimensions of resource utilization& rule adaptation, interpersonal communication & activity participation, and academic activities & common sense accumulation. Moreover, there is no significant gender or geographical differences of school adaptation. However, significant variances are existing among children with different types of disabilities with the best school adaptation among children with intellectual disabilities and worst among children with multiple disabilities. And there are significant differences in school adaptation among children at different ages. The adaptation of older children is significantly better than that of younger children.

4

Resilience factors in families of children with hearing impairment

63%

Potměšil M., Pospíšil J.

Psychologia Rozwojowa

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2013

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vol. 18

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issue 1

9–25

EN

The aim of the research was to identify and describe the function of resilience factors in families of children with hearing impairment. The research sample included 54 families. The definition of time data, the time interval between the first parents’ suspicion and completion of the diagnostic process and the time interval between the diagnosis and provision of first compensation aid, may be seen as the most significant outcomes. The results show that stability and pro-social elements are not affected by the structure of the family, nor by the educational level or religiousness of the parents. Moreover, it was demonstrated that the communication burden affecting the family of a child with hearing impairment is lower in children whose parents became aware of the hearing defi ciency at the child’s lower age, and significantly lower if the hearing impairment was diagnosed before the 12th month of the child’s age. In terms of the social impact of the child’s hearing impairment on the family it was demonstrated that the income level significantly affects the impact of the child’s hearing impairment on social life, and also that the religiosity of parents has no effect on eliminating the negative perception of the hearing impairment.

5

Pedagogický pracovník v integrovaném vzdělávání a integrované výchově

63%

Potměšilová P., Potměšil M.

Sociální pedagogika (Social Education)

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2014

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vol. 2

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issue 2

88-101

EN

Children and pupils with special educational needs are becoming increasingly integrated into the mainstream educational process. In reality, there may be situations where during their education students with special needs come into contact with pedagogues who do not have the required specific competences. The aim of this paper is not only to describe briefly the conditions for integrated education, but also to summarize the requirements and support the staff needs in order to work more effectively on the basis of the respondents‘ concerns. Morevoer, the concerns of the pedagogues working in integrated educationwere analyzed by using qualitative tufts. The results of the analysis were related to the teachers‘ social conditions. The proposed support activities are divided according to the possible forms of preparation and follow-up support. The results and recommendations are based on the practical experience acquired during the praparationof students in Social Pedagogy at St. Cyril and Methodius Theological Faculty of the Palacky University in Olomouc.

6

Value priorities in hearing-impaired adolescents

51%

Kossewska J., Peters B., Potměŝilová P., Potměšil M.

Psychologia Rozwojowa

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2013

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vol. 18

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issue 3

23–36

EN

Hearing impairment is regarded to be a barrier to the psychological development and language skills of deaf students. In understanding and establishing what comprises the value priorities amongst adolescents, certain deviations can be expected amongst teenagers who are deaf or who have hearing impairment. The article describes and compares the value priorities of 246 adolescents who are deaf or with hearing impairment from Poland and the Czech Republic with hearing peers. The Schwartz Portrait Values Questionnaire is used to measure the value priorities of the respective groups of participants. In comparison to peers responses the results indicate that hearing status impacts upon an individuals’ values of conformity, tradition as well as achievement, however, other value priorities are shown to be infl uenced by gender and country of domicile

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2 Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica

2 Psychologia Rozwojowa

1 Niepełnosprawność

1 Sociální pedagogika (Social Education)

6 Potměšil M.

1 Guo L.

1 Kossewska J.

1 Peters B.

1 Pospíšil J.

1 Potměŝilová P.

1 Potměšilová P.

1 Shenglin L.

1 2020

1 2014