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2 Interdyscyplinarne Konteksty Pedagogiki Specjalnej

2 2019

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Early childhood education and care of children with normal and abnormal development in Poland – its importance and barriers

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BUCHNAT M. , WOJCIECHOWSKA A.

2019

nr 24

67-81

Marzena Buchnat, Aneta Wojciechowska, Early childhood education and care of children with normal and abnormal development in Poland – its importanceand barriers. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019.Pp. 67-81. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.24.04 The article presents a discussion on the importance of early therapeutic interactions for the development of a child at risk of disability or with a disability and his/her family. It indicates the importance of the time of taking action in relation to a child with developmental disorder for the period from birth to the age of three years. The article pays special attention to the place of early intervention and early support in the development process, its preventive, compensatory and corrective role. It describes barriers to the development of this system in Poland and points to potential solutions to these difficulties.

Sex education of adolescents with autism spectrum disorders in Poland

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GULCZYŃSKA A. , WOJCIECHOWSKA A.

2019

nr 24

155-176

Anna Gulczyńska, Aneta Wojciechowska, Sex education of adolescents with autism spectrum disorders in Poland. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019. Pp. 155-176. Adam Mickiewicz University Press. ISSN 2300-391X.DOI: https://doi.org/10.14746/ikps.2019.24.09 The aim of this article is to present the results of research into how mothers of individuals with ASD perceive school sex education. The article aims to contribute to the discussion on the need to introduce changes in the Polish education system as far as the area of sexuality is concerned. The study was carried out in two parts, at time intervals. The results were obtained only from mothers, which corresponds with the conclusion that mothers talk about matters of sexuality more often than fathers do and with daughters rather than with sons. The results indicate that mothers want to influence the sex education of their children, at the same time having no knowledge of what topics they are pursuing or can pursue with their child during formal sex education at school (education for living in a family).