Results found: 2

Search results

Sort By:

Limit search:

THE OPINIONS OF PARENTS OF DISABLED AND NON-DISABLED STUDENTS CONCERNING INTEGRATED EDUCATION

100%

Charaśna–Blachucik J.

Journal of Physical Education & Health - Social Perspective

2018

vol. 7

issue 11

61-70

This paper reports the results of a study concerned with the problems of integration in education at an elementary level. 130 parents of students with various types and degrees of disability and 130 parents of students without disabilities were asked to provide feedback in this area. On average, the classes applied in the study involved 17 students without a disability and 5 with a diagnosed disability. The tool used in research was a questionnaire comprising 7 questions combined with a certificate with supplementary information (age of the child, place of residence, type of disability). Parents and teachers of integrated classes also provided information in the form of a completed questionnaire. The parents involved in the research are residents of the Opolskie Voivodeship (county) in the age range of 30-57. The research results indicate that the level of satisfaction within an integrated setting in education is higher within the group of parents of disabled students. Both groups of parents surveyed highly value the presence of two teachers in the classroom, as well as the chance to adapt the curricula to the capabilities of students with disabilities and talented non-disabled students, as well as the opportunities provided for the development of cooperation and mutual help between students. The analysis of research results also indicates poor knowledge on the part of parents regarding the system of integrated education and their lack of confidence in the educational abilities of children with disabilities. A small group of surveyed parents did not observe any positive aspects of integrated education, and stress that the crucial task of schools is informed by the work of teachers and the selection of students. During interviews with parents and teachers in integrated classes, we can note the lack of social education aimed at raising public awareness with regard to the problems of disabled students. An important problem is also associated with the lack of awareness of parents of non-disabled children concerning the values of pupil performance in an informal integrated setting.

SOMATIC DEVELOPMENT AND PHYSICAL FITNESS OF SCHOOLGIRLS WITH MILD INTELLECTUAL DISABILITIES - A COMPARATIVE STUDY

63%

Charaśna–Blachucik J., Blachucik J.

Journal of Physical Education & Health - Social Perspective

2016

vol. 5

issue 8

35-48

This paper presents the results of a study into somatic development and physical fitness among schoolgirls with mild intellectual disabilities and their able-bodied peers. Comparative analysis of the height and weight of the children was carried out, and results from 60m and 600m runs, long jump, palant ball throw and medicine ball throw were obtained. Analysis of the data, which were collected from 2012 to 2015, revealed no statistically significant differences in somatic development and physical fitness between schoolgirls with mild intellectual disabilities and their able-bodied peers, who constituted a control group. The results obtained indicate that there is a possibility of integrating schoolgirls with this type of disability with their ablebodied peers during physical education lessons and school sports competitions. A comparative study involving team sports would be very important for school practice.

Refine search results

2 Journal of Physical Education & Health - Social Perspective

2 Charaśna–Blachucik J.

1 Blachucik J.

1 2018

1 2016

Search results

THE OPINIONS OF PARENTS OF DISABLED AND NON-DISABLED STUDENTS CONCERNING INTEGRATED EDUCATION

SOMATIC DEVELOPMENT AND PHYSICAL FITNESS OF SCHOOLGIRLS WITH MILD INTELLECTUAL DISABILITIES - A COMPARATIVE STUDY