Search results

1

Special School as One of the Implementers of Education for Sustainable Development of Persons with Moderate and Severe Intellectual Disability, as well as Multiple Disability

100%

WENDREŃSKA I.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2019

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issue 27

PL

Iwona Wendreńska, Special school as one of the implementers of education for sustainable development of persons with moderate and severe intellec-tual disability, as well as multiple disability. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 163–180. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.08The basis for choosing the subject of this article was the conviction that due to the recent expansion of the meaning of the term “sustainable development”, the essence of education for sustainable development, its objectives and tasks implemented in different types of schools, including special schools, are also subject to change. The article will present the results of research covering, on the one hand, the analysis of strategic and programme documents and, on the other hand, the results of surveys conducted among 164 teachers employed in special education institutions in the Silesian and Lublin Voivodships.

2

O czym marzą uczniowie z niepełnosprawnością intelektualną?

100%

Plichta P.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2015

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issue 8

35-42

EN

The article presents results of tematic analysis of interviews with students with mild and moderate intellectual disability. The sample was consisted of 62 young people attending 48 special schools in Łódź voivodship (12–16 years old). Tematic analysis identified the following categories of dreams: escape dreams, proffessional/career dreams, material dreams, idealistic/universal dreams, “celebrity” dreams, dreams „right here and now,” lack of dreams (difficulties with identification included) and compound of the aforementiond dream categories. The data show that the most prevalent category of dreams were those related to future work, job, professional career. It proves importance of vocational rehabilitation provided for people with intellectualdisability.

3

ОСОБЛИВОСТІ ВИКЛАДАННЯ СУСПІЛЬНО-ІСТОРИЧНОГО МАТЕРІАЛУ РОЗУМОВО ВІДСТАЛИМ УЧНЯМ У 20-Х – НА ПОЧАТКУ 30-Х РОКІВ ХХ СТОЛІТТЯ

92%

Косенко Ю.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 2(46)

131-138

EN

Since 1918 the Soviet authorities organized for mentally retarded children special schools. The new government abolished history as an independent course from the list of courses of school education. History replace various school subjects such as «Knowledge about the country», «Social Science», «Knowledge about the life», «Ethnology». Under the new program children were taught the laws of socialist revolution and the Soviet system, formed an idea of the historical process as a history of the people, their hard work and struggle for a better life. At this time in a special school actively implemented elements of social and political education of mentally retarded children by involving them for a revolutionary celebrations and meetings with participants of revolution and participants of the events of the Civil War. Much attention is paid to correction schools study regional history as the basis for development of students’ patriotism and love for their land and homeland. Mentally retarded children organized tours and meetings with various professions, which introduced a production process of local enterprises, equipment, terrain and its natural resources and more. Studying the problem of teaching methods of social and historical material in the special school, its hould benoted that in the 20th of the last century teachers practically did not consider individual cognitive capabilities of each child. In 1925 were introduced the new comprehensive training programs. Teaching material was composed of studies about their native land and was associated with seasonal pictures of nature and work of the people at that time.There has been introdeced some historical information for a better understanding of our children. The leading methods of work in this period were: visual method, labor, sightseeing, independent work and dramatization method. During the 20 – early 30 of XX century specials chools gradually become like the rest of the schools, and its specific function – to overcome the failure of children with mental retardation was partially destroyed. In 1932, special school becomes seven-year. Among the list were school courses and social sciences. According to the People's Commissariat of Education, a program of social sciences should contribute actively to the raise of the overall level of mentally retarded children, strengthen political awareness of mentally retarded children prepare children for feasible participation in the construction of a socialist society. The content of the course «Social Science» offered children to study such questions as the origin of man, primitive communism, the development of the family. Great difficulties in the assimilation of social science have been linked to the lack of textbooks. Thus, in the first years of Soviet power was not the only way the problem of teaching mentally retarded students history. Programs and textbooks that were used until 1917, were canceled, and the course of history was reorganized and integrated with other training courses.

4

ИССЛЕДОВАНИЕ ВЛИЯНИЯ ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫХ ТЕХНОЛОГИЙ НА ОТНОШЕНИЕ УЧАЩИХСЯ С ЛЁГКОЙ СТЕПЕНЬЮ МЕНТАЛЬНОГО РАССТРОЙСТВА К УРОКАМ ГЕОГРАФИИ

81%

Шуловска М.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 7(51)

397-409

EN

The study presents partial results of the research aimed to investigate the impact of information and communication technologies in the subject of geography on the attitudes of students with mild intellectual disability who are educated in special primary schools. The study is about the issue of measurement and the research using methodology of a highly valid Single Case Design that is evidence-based. The methodology provides useful information for the area of special education, which is widespread abroad (mainly in the USA) with a very long and productive history. The universality of the conclusions of our study is limited to the choice of participants and the subject of the study. Considering that in the field of special education in this area is very poorly understood, we recommend subsequent research decisions to be performed using Single Case methodology. The conclusions obtained in the course of further research, can become a more precise answer to the question of the effectiveness of ICT impact on the position of a student with a mild mental disorder. At the same time it must be remembered that each child manifests him/herself in a specific way, and certain significant conclusions could produce a very pathetic impression. We would like to recall that the methodology of Single Case Design is based on evidence and help to a particular child. The lack of research results on the study of the relations of students with mild mental disorders to school geography lessons gives motivation for further study and was the reason for this study. The aim of this study of Single Subject Design was to study the effect of ICT on the attitude of pupils with a mild mental disorder to the school lesson. It seems that the results of this study support ICT as an educational intervention. Because the information obtained showed a gradual increase in positive students’ attitude to school lessons using ICT, taking into account the results of the post intervention phase (learning a lesson without ICT), has also shown strengthening of positive attitudes towards school geography lessons. The final results have shown only a slight increase in positive attitudes of pupils to lessons where have been used information and communication technologies. The personality of the teacher is a more effective factor which influences the attitudes of students to the school lesson.

5

Inštitucionálna sexuálna výchova osôb s mentálnym postihnutím na Slovensku

81%

Lištiak Mandzáková S., Marková D.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2014

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issue 1(7)

67-81

EN

Authors of the report focus on the analysis of the current situation and problems in implementing institutional sex education in the Slovak school system. Particular attention to the sexual socialization of students with intellectual disabilities in special primary schools with a focus on content analysis and methodological issues of sex education. Emphasize the need for education on sexual and reproductive health, which should be according to the authors compulsory part of the school curriculum not only for students with intellectual disabilities.

6

Religiózny marketing a jeho vplyv na rozvoj podnikateľských aktivít v cestovnom ruchu

81%

Hvizdova E.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2014

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issue 2(8)

101-107

EN

Authors of the report focus on the analysis of the current situation and problems in implementing institutional sex education in the Slovak school system. Particular attention to the sexual socialization of students with intellectual disabilities in special primary schools with a focus on content analysis and methodological issues of sex education. Emphasize the need for education on sexual and reproductive health, which should be according to the authors compulsory part of the school curriculum not only for students with intellectual disabilities.

7

Determinants of the family physical fitness youth with selected disabilities

80%

Karasiński M.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2020

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issue 31

PL

The subject of this thesis was the physical fitness of youth with mild intellectual disability, and youth with hearing impairment. The aim of the research was to determine the family factors that affect the results of physical fitness. In the research work, particular attention was paid to: family factors, family structure, educational methods, application of rewards and punishments, parenting style, and socioeconomic status of the family. The practical purpose of this research was to develop practical guidelines for parents to stimulate their children to a higher level of physical fitness development.

8

Is the existence of special schools for deaf students threatened? Selected aspects of international research in the field of surdopedagogy

70%

Kupisiewicz M.

Studia z Teorii Wychowania

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2023

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vol. XIV(3 (44))

211-233

EN

In this article, an attempt is made to analyse selected factors influencing the current situation in the education of children with hearing impairment in Europe and worldwide. The attention is focused on exploring the importance of the impact of modern technology in providing children with hearing aids, hearing implants, undertaking early rehabilitation intervention and in the light of international education policy as a foundation for inclusive education. The key questions sought to be answered concern the dilemma of whether deaf/hard of hearing pupils need a special school or whether its existence is in jeopardy.

9

Special Education vs Inclusive Education in the Synergy of Educational Environments

70%

Andriichuk N.

Multidisciplinary Journal of School Education

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2017

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issue 12

75-85

XX

Inclusive education can be considered a modern approach to the both general and special education. For providing the best conditions of getting a proper education for every student irrespective of their social status, gender, colour of skin, state of health, etc. it is essential to provide professional environment, support and assistance at schools for those who need it as well as create healthy educational environment in the students’ group. The problem is accomplished by the fact that not all students with special educational needs are recommended or able to visit public schools because of the extent of their disease. Therefore the role of special education here shouldn’t be abolished. So, the article is aimed to analyse the world scientific approaches to special and inclusive education and make a comparative characteristics of the three types of schools: special school, school with integrated study and inclusive school.

10

РОЗУМОВО ВІДСТАЛІ ДІТИ ЯК МЕДИКО-ПСИХОЛОГО-ПЕДАГОГІЧНА ПРОБЛЕМА

58%

Боряк О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 6(50)

74-85

EN

The article deals with the modern approaches to the problem of mental retardation determination in medical, psychological and pedagogical aspects as well as study of psychological and clinical characteristics of mentally retarded children. Speech disorders in mentally retarded children are very different and have stable character. These speech disorders negatively affect the mental development of mentally retarded child and the effectiveness of his teaching. The purpose of the article is data generalization regarding the definition of mental retardation in medical, educational and psychological aspects; the reasonableness and determination of relationships and interdependencies of mental retardation levels and speech development disorders. While studying the problems of medical, psychological and pedagogical definition of mental retardation were used theoretical research methods: analysis, classification, comparison and generalization of scientific data in the field of medicine, speech therapy, correctional psycho-pedagogy, general and special psychology and neuro-psychology on the topic studied for the purpose of determining the state of investigation of the problem and promising directions of its solution. The modern stage of development of defectological science requires efforts which are aimed at deepening of scientific-theoretical and scientific-methodological views about integrity, systematic approach and integration, individual and personal focus of correctional-psycho-pedagogical influence on cognitive, general mental as well as speech development of a mentally retarded child. Probably, the expectation of a correctional effect in the development of speech activity of mentally retarded children can be achieved under certain specially created conditions: a science-based system analysis of demonstration both verbal and psychological dysontogenesis; development of principles, methods and content of the early differential diagnosis of speech development considering the psychological mechanisms and patterns of speech activity formation during ontogenesis; development of varied classification (typology) of different demonstrations of speech development disorders in the middle of children nosology considering the structure and complexity of both intellectual and speech disorders; development of a special system of correctional logopedic effect with support on the determination of the causes and individual characteristics of speech development disorders in mentally retarded children.

11

Praca metodami aktywizującymi podczas zajęć z uczniami edukacji wczesnoszkolnej w szkole specjalnej

58%

Borowska M.

Edukacja Humanistyczna

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2021

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issue 2

127-141

PL

Od wielu lat jesteśmy świadkami zmian zachodzących w polskiej szkole. Jedną z nich stał się sposób przekazywania wiedzy poprzez rozbudzanie w uczniach ciekawości poznawczej, która zachęcałaby ich do eksplorowania otaczającej rzeczywistości. W osiągnięciu tak szczytnego celu mają posłużyć m.in. metody aktywizujące, które w ostatnim czasie przeżywają swój „renesans”. Z drugiej strony po raz kolejny pojawia się koncepcja włączania uczniów z niepełnosprawnościami do szkolnictwa ogólnodostępnego. Autorka niniejszego opracowania podjęła się próby przedstawienia, czy i w jakim stopniu metody aktywizujące można z powodzeniem stosować w pracy z uczniami edukacji wczesnoszkolnej szkoły specjalnej ze zdiagnozowaną niepełnosprawnością intelektualną w stopniu lekkim, także ze sprzężeniami (zaburzenia ze spektrum autyzmu, choroby przewlekłe, niepełnosprawność ruchowa, w tym afazja) oraz w pracy z uczniami zagrożonymi niedostosowaniem społecznym, których obowiązuje ta sama podstawa programowa jak w przypadku uczniów w normie intelektualnej. W artykule wyodrębnione są dwie części: teoretyczna i empiryczna. W części teoretycznej, w odniesieniu do literatury przedmiotu, zostało wyjaśnione, czym są metody aktywizujące oraz co je wyróżnia od tradycyjnych metod nauczania. W części empirycznej, opierając się na zebranym materiale badawczym, dokonano hierarchizacji najczęściej stosowanych przez nauczycieli metod z grupy metod aktywizujących w pracy z uczniami edukacji wczesnoszkolnej w jednej ze szkół specjalnych na terenie województwa zachodniopomorskiego. Zwrócono również szczególną uwagę na trudności, które często pojawiają się w pracy z tą grupą uczniów.

EN

For many years we have been witnessing changes taking place in Polish schools. One of them was the method of transferring knowledge by awakening the students' cognitive curiosity, which would encourage them to explore the surrounding reality. In achieving such a noble goal are used, among others, active methods- which have recently experienced their "renaissance". On the other hand, the concept of including students with disabilities in mainstream education appears once again. The author of this study made an attempt to present whether and to what extent the active methods can be successfully used in work with students of early childhood education from a special school with a diagnosed mild intellectual disability, couplings (autism spectrum disorders, chronic diseases, motor disabilities, including aphasia) and in work with students at risk of social maladjustment, who follow the same core curriculum as in the case of students in the intellectual norm. The article has two parts: theoretical and empirical. In the theoretical part, with regard to the literature on the subject, it was explained what active methods are and what distinguishes them from traditional teaching methods. In the empirical part, based on the collected research material, the most often used active methods in work with early school education students from one of the special schools in the West Pomeranian region were prioritized. Special attention was also paid to the difficulties that often arise in working with this group of students.

12

Studenci pedagogiki specjalnej w pracy z uczniem z niepełnosprawnością intelektualną – opinie nauczycieli ćwiczeniowych

58%

Baraniewicz D.

Rocznik Komisji Nauk Pedagogicznych

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2012

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issue LXV

151-163

EN

The purpose of the presented self-conducted research was to learn the opinions of practising teachers (practitioners) on the subject of practical students’ training for the work with a student with intellectual disabilities. Comprehensive statements of the teachers cooperating with the University of Pedagogy as the practising teachers (teachers of the school of exercise) were presented in the article. The teachers’ observations and their suggestions for changes optimizing the practical students’ training were emphasized.

13

Remote learning in a special school – a new form of teacher – student communication

58%

Kilar K.

Logopedia Silesiana

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2021

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vol. 10

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issue 2

PL

Pandemia COVID-19 w znaczącym stopniu wpłynęła na sposoby komunikacji międzyludzkiej i dotknęła wszystkich, w tym ludzi z niepełnosprawnością. Celem podjętych badań było poznanie opinii nauczycieli szkół specjalnych o nowej formie komunikacji z uczniami, jaką ze względu na pandemię stało się nauczanie zdalne. Zwrócono uwagę m.in. na trudności, jakie wystąpiły podczas nauczania zdalnego. W badaniu wzięło udział sześcioro nauczycieli krakowskich szkół specjalnych. W postępowaniu badawczym wykorzystano kwestionariusz wywiadu narracyjnego w opracowaniu własnym.

EN

The COVID-19 pandemic has significantly affected the ways in which people communicate with each other; it has had an impact on everyone including people with disabilities. The aim of this research was to find out the opinions of special education teachers on the new form of communication with pupils that was necessitated by the onset of the COVID-19 pandemic. Among other things, attention was drawn to the difficulties encountered during remote teaching. Six teachers from special schools in Krakow took part in the study. The survey used a narrative interview questionnaire developed by the author.

14

Operation of Special Schools for Pupils in Grades 4–8 with Moderate and Severe Intellectual and Multiple Disabilities during the COVID-19 Pandemic in Poland

58%

Zamkowska A.

Lubelski Rocznik Pedagogiczny

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2022

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vol. 41

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issue 2

101-117

PL

Wprowadzenie: Pandemia Covid-19 szczególnie dotknęła uczniów z niepełnosprawnością intelektualną i wieloraką. Funkcjonowanie szkół specjalnych, do których przeważnie uczęszczają, było różnie zorganizowane w różnych krajach, ale najczęściej szkoły te pozostawały otwarte. Jednak kształcenie uczniów w nowej sytuacji okazało się dla nich nowym i trudnym wyzwaniem. Cel badań: Celem badań była charakterystyka funkcjonowania szkół specjalnych dla uczniów z niepełnosprawnością intelektualną lub z niepełnosprawnością wieloraką w Polsce w czasie pandemii wirusa Covid-19. Metoda badań: Badanie zostało przeprowadzone za pomocą ankiety rozesłanej do szkół specjalnych i zamieszczonej na portalu internetowym „Pedagogika specjalna”. W badaniu wzięło udział 81 nauczycieli szkół specjalnych. Wyniki: Badanie wykazało, że szkoły realizowały głównie nauczanie regularne lub hybrydowe, przy czym nauczanie regularne częściej odbywało się w pracy z uczniami klas 4-6, a zdalne i hybrydowe - z uczniami klas 7-8. W przypadku form zdalnych lub hybrydowych nauczyciele wykorzystywali komunikatory elektroniczne i platformy do spotkań online. Uczniom brakowało jednak możliwości samodzielnej pracy i bezpośredniej interakcji z nauczycielem i innymi uczniami. Nauczyciele starali się więc zrekompensować ten brak, wykorzystując materiały ilustracyjne i upewniając się, że uczniowie wszystko rozumieją. Wnioski: Szkoły specjalne pokonały trudne wyzwanie, stosując zarówno metody tradycyjne, jak i wdrażając metody zdalne. Niektóre instrumenty zdalnego nauczania mogą być wykorzystane w przyszłości w celu zwiększenia samodzielności uczniów, możliwości korzystania przez nich z urządzeń elektronicznych.

EN

Introduction: The COVID-19 pandemic has particularly affected pupils with intellectual and multiple disabilities. The operation of special schools, which are most often attended by such pupils, varied according to country, but most often these schools remained open. However, teaching pupils during the pandemic turned out to be a new and difficult challenge for teachers and staff. Research Aim: The aim of the study was to characterise the operating of special schools for pupils with intellectual and multiple disabilities in Poland during the COVID-19 pandemic. Method: The research was conducted using a questionnaire survey sent to special schools and posted on the online portal “Special Education”. Eighty-one teachers at special schools served as a sample in the study. Results: The study showed that schools provided mainly regular or hybrid learning, with traditional learning more often in place with pupils in grades 4–6 and remote and hybrid – with pupils in grades 7–8. In the case of remote or hybrid forms, teachers used electronic communicators and platforms for online lessons. However, the learners lacked the ability to work independently and interact directly with the teacher and other pupils. The teachers, therefore, tried to compensate for this lack by using illustrative materials and making sure that their class understood everything. Conclusions: Special schools have overcome a difficult challenge by using both traditional methods and implementing remote ones. Some instruments of remote learning can be used in the future to increase pupils’ independence and their ability to use electronic devices.

15

Obciążenia zawodowe nauczycieli a klimat organizacyjny w szkołach ogólnodostępnych, integracyjnych i specjalnych

47%

Strutyńska E., Gralewski J., Lebuda I.

Studia z Teorii Wychowania

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2016

|

issue 2 (15)

137-155

EN

The article describes the relationship between the perception of the professional educators' workloads among general, integrated, and special school teachers and their assessment of organizational climate in the school. The professional educators' workloads are: organisational workloads, conflicts, and lack of sense of work. The specifics of work organization in each of the three types of establishments modified only the organisational workloads experienced by the teachers, and was connected to the perceived climate of the workplace. The greater the intensity of organizational toll, the lower the organizational climate was rated. This relationship was strongest in special schools, slightly weaker in integrated schools, and the lowest in general schools. The findings are presented regards previous reports and bills of law regulating the workings of each type of school.

PL

W artykule opisano relacje między percepcją obciążeń zawodowych wśród nauczycieli szkół ogólnodostępnych, integracyjnych i specjalnych a ich oceną klimatu organizacyjnego panującego w placówce. Do obciążeń zawodowych pedagoga zaliczono: obciążenia organizacyjne, sytuacje konfliktowe i brak sensu pracy. Specyfika organizacji pracy w każdym z trzech typów placówek różnicuje jedynie doświadczane przez nauczycieli obciążenia organizacyjne i wiąże się z postrzeganiem przez nich klimatu panującego w miejscu pracy. Im większe nasilenie doświadczanych obciążeń, tym gorzej oceniano klimat organizacyjny placówki. Związek ten był najsilniejszy w szkołach specjalnych, nieco słabszy w szkołach integracyjnych i najsłabszy w szkołach ogólnodostępnych. Wyniki badań zaprezentowano w odniesieniu do wcześniejszych doniesień i aktów prawnych regulujących pracę każdego z typów szkół.

16

Być z kimś i dla kogoś. Postrzeganie dobra wspólnego przez pełnoletnich uczniów szkoły specjalnej – z praktyki badań włączających

47%

Kamecka-Antczak C., Wos K.

Studia z Teorii Wychowania

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2019

|

issue 4 (29)

155-166

EN

The article analyzes short video presentations recorded by people with intellectual disabilities in a light and moderate degree (special vocational school students). The recordings constitute an independent answer of the students to the question of what the common good is for them. The research was carried out in accordance with the concept of participatry research. The social model of disability and the idea of social inclusion was the theoretical background for the research. The students’ statements are a contribution to reflection on the educational potential of developing civic competences of special school students.

PL

W artykule poddano analizom krótkie videoprezentacje nagrane przez osoby z niepełnosprawnością intelektualną w stopniu lekkim i umiarkowanym (uczniów zasadniczej szkoły zawodowej oraz szkoły przysposabiającej do pracy). Nagrania stanowią samodzielną odpowiedź uczniów na pytanie, czym jest dla nich dobro wspólne. Badania przeprowadzono zgodnie z koncepcją badań włączających. Tłem teoretycznym dla badań był społeczny model niepełnosprawności oraz idea inkluzji społecznej. Wypowiedzi uczniów stanowią przyczynek do rozważań nad potencjałem rozwijania kompetencji obywatelskich uczniów szkół specjalnych.

17

Indywidualizacja procesu dydaktycznego w inkluzyjnym kształceniu religijnym

47%

Bednarz E.

Studia z Teorii Wychowania

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2016

|

issue 2 (15)

75-99

PL

W artykule opisano relacje między percepcją obciążeń zawodowych wśród nauczycieli szkół ogólnodostępnych, integracyjnych i specjalnych a ich oceną klimatu organizacyjnego panującego w placówce. Do obciążeń zawodowych pedagoga zaliczono: obciążenia organizacyjne, sytuacje konfliktowe i brak sensu pracy. Specyfika organizacji pracy w każdym z trzech typów placówek różnicuje jedynie doświadczane przez nauczycieli obciążenia organizacyjne i wiąże się z postrzeganiem przez nich klimatu panującego w miejscu pracy. Im większe nasilenie doświadczanych obciążeń, tym gorzej oceniano klimat organizacyjny placówki. Związek ten był najsilniejszy w szkołach specjalnych, nieco słabszy w szkołach integracyjnych i najsłabszy w szkołach ogólnodostępnych. Wyniki badań zaprezentowano w odniesieniu do wcześniejszych doniesień i aktów prawnych regulujących pracę każdego z typów szkół.

EN

The article describes the relationship between the perception of the professional educators' workloads among general, integrated, and special school teachers and their assessment of organizational climate in the school. The professional educators' workloads are: organisational workloads, conflicts, and lack of sense of work. The specifics of work organization in each of the three types of establishments modified only the organisational workloads experienced by the teachers, and was connected to the perceived climate of the workplace. The greater the intensity of organizational toll, the lower the organizational climate was rated. This relationship was strongest in special schools, slightly weaker in integrated schools, and the lowest in general schools. The findings are presented regards previous reports and bills of law regulating the workings of each type of school.

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Special School as One of the Implementers of Education for Sustainable Development of Persons with Moderate and Severe Intellectual Disability, as well as Multiple Disability

O czym marzą uczniowie z niepełnosprawnością intelektualną?

ОСОБЛИВОСТІ ВИКЛАДАННЯ СУСПІЛЬНО-ІСТОРИЧНОГО МАТЕРІАЛУ РОЗУМОВО ВІДСТАЛИМ УЧНЯМ У 20-Х – НА ПОЧАТКУ 30-Х РОКІВ ХХ СТОЛІТТЯ

ИССЛЕДОВАНИЕ ВЛИЯНИЯ ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫХ ТЕХНОЛОГИЙ НА ОТНОШЕНИЕ УЧАЩИХСЯ С ЛЁГКОЙ СТЕПЕНЬЮ МЕНТАЛЬНОГО РАССТРОЙСТВА К УРОКАМ ГЕОГРАФИИ

Inštitucionálna sexuálna výchova osôb s mentálnym postihnutím na Slovensku

Religiózny marketing a jeho vplyv na rozvoj podnikateľských aktivít v cestovnom ruchu

Determinants of the family physical fitness youth with selected disabilities

Is the existence of special schools for deaf students threatened? Selected aspects of international research in the field of surdopedagogy

Special Education vs Inclusive Education in the Synergy of Educational Environments

РОЗУМОВО ВІДСТАЛІ ДІТИ ЯК МЕДИКО-ПСИХОЛОГО-ПЕДАГОГІЧНА ПРОБЛЕМА

Praca metodami aktywizującymi podczas zajęć z uczniami edukacji wczesnoszkolnej w szkole specjalnej

Studenci pedagogiki specjalnej w pracy z uczniem z niepełnosprawnością intelektualną – opinie nauczycieli ćwiczeniowych

Remote learning in a special school – a new form of teacher – student communication

Operation of Special Schools for Pupils in Grades 4–8 with Moderate and Severe Intellectual and Multiple Disabilities during the COVID-19 Pandemic in Poland

Obciążenia zawodowe nauczycieli a klimat organizacyjny w szkołach ogólnodostępnych, integracyjnych i specjalnych

Być z kimś i dla kogoś. Postrzeganie dobra wspólnego przez pełnoletnich uczniów szkoły specjalnej – z praktyki badań włączających

Indywidualizacja procesu dydaktycznego w inkluzyjnym kształceniu religijnym