Wyniki wyszukiwania - Biblioteka Nauki

Ten serwis zostanie wyłączony 2025-02-11.

Nowa wersja platformy, zawierająca wyłącznie zasoby pełnotekstowe, jest już dostępna.
Przejdź na https://bibliotekanauki.pl

Ograniczanie wyników

Znaleziono wyników: 4

Liczba wyników na stronie

Wyniki wyszukiwania

Wyszukiwano:
w słowach kluczowych: SPECIAL EDUCATION

Sortuj według:

Ogranicz wyniki do:

Godność człowieka z niepełnosprawnością: perspektywa pedagogiki specjalnej

100%

Bartnikowska U. , Ćwirynkało K. , Antoszewska B.

nr 3

103-121

The object of the authors’ considerations is the concept of the dignity of a disabled person. The paper presents various ways of understanding the notion of dignity in philosophy and Christian theology, focusing on its individual and social aspects. The dignity and equality of all human beings are emphasized in many international legal acts. Nonetheless, it is often claimed that the dignity of people with disabilities is endangered. We describe some theories which concern the concept of the dignity of these people: 1) regarding people with disabilities as exceptional, with special dignity, 2) the ideas of personalization, 3) inclusion, 4) normalization, and 5) emancipation. It is concluded that in the humanist vision the dignity of a person with disabilities is one of the most essential values.

Metodologiczne konteksty badań kulturowych w obszarze angragogiki specjalnej

100%

Borowska-Beszta B.

Rocznik Andragogiczny

2009

tom R. 2009

110-123

Disability of an adult reveals itself before someone becomes adult, i.e. in developmental age, but in later life as well. It is connected with different level of physical and/or mental disability, with different durability and different level of obstacles in everyday life. Disability is conditioned by differentiated internal, external, bio-psycho-social and cultural factors and is a category and field of cultural research in special andragogy. This paper is thought as a draft of conceptualization of selected issues in the area of culture of the disabled and foundations of model of cultural study.

THE ISSUE OF INCLUSION IN SECONDARY SCHOOLS FROM THE CZECH SCHOOL PRINCIPALS’ POINT OF VIEW

100%

Skutila M. , Strouhal M.

tom 15

nr 1

50 – 70

Since the introduction of new legislation in 2016, questions of inclusive policy have been constantly discussed not only in schools, but also among professionals, parents, and politicians. This article is part of a larger research survey mapping the state of inclusive education at all Czech Republic secondary schools. It presents the results for two regions in order to show what attitudes and views are held by principals on the implementation of inclusion in the education system. The research was carried out as a qualitative study and semi-structured interview were employed as the research method. The obtained data were analysed using the grounded theory method. The results show that inclusion is not generally accepted by school principals. There are schools that are very pro-inclusive, but there are also schools that fundamentally reject inclusion. Initial assumptions that inclusion has been best received by general secondary schools were not confirmed. On the contrary, it turns out that the type of school does not matter as much as the attitudes of the seniors’ pedagogical staff towards inclusion. Their behaviour and attitudes significantly influence the whole school climate, which is passed on to all actors as well as how the school functions overall in working with pupils with special needs.

EFFECTS OF STORY MAPPING ON THIRD-GRADE STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER

100%

Chavez J. N. , Martinez J. , Pienta R. S.

nr 1

95 – 121

The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviours, and attitudes of third-grade students (N = 6) with ADHD. Students’ reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during story mapping to assess growth. The practical difference in scores as calculated with Cohen’s d revealed that story mapping was successful in improving students’ comprehension. On tests from the reading basal, students’ scores improved an average of 16.00%, while tests from a computerized reading program improved 20.00%. Students exhibited on-task behaviour 79.33% of the time and positive attitudes 82.33% of the time during the intervention. The implications of this study are important in determining effective instructional strategies to promote the active engagement of students and combat the core symptoms of ADHD.