Wyniki wyszukiwania - Biblioteka Nauki

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Beliefs on Inclusive Education Among Teachers and Students of Pedagogical Faculties in South-Eastern Poland

100%

Zaborniak-Sobczak M.

The New Educational Review

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2022

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tom 70

133-144

EN

The values teachers recognise are an important factor in their actions towards a diverse group of learners. Teacher education must systematically develop a conceptual and contextual understanding of inclusive education, and the assessment of teachers’ competencies in this area supports the building of knowledge regarding the direction of their professional development. The results of the research aimed at identifying the beliefs of teachers and students of pedagogical faculties on the values and competencies of teachers that are important in the context of inclusive education. The four core values and areas of competence of an inclusive education teacher are: differences between learners are considered a resource and an asset to education, supporting all learners, working with others, and personal and professional development of teachers. The research results show that in basic teacher education and professional development, attention should be paid to the development of competencies in the concepts of inclusive education and promoting the academic, practical, social and emotional learning of all learners.

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Kształcenie nauczycieli dla edukacji włączającej

100%

Jachimczak B.

Studia Edukacyjne

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2018

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nr 48

33-43

EN

Inclusive education as idea of education appeared in the 1990s. The main aim of inclusive education is full participation, opposition to exclusion of anyone from the possibility of education together with their peers, in their place of residence. It draws attention to the necessity to change the educational policy. In the inclusive education most important are needs (special needs) and oportunities of students, and support. One of the important conditions for the implementation of the idea is proper preparation of teachers for inclusive education. Analyzes of international experience indicate that there are similar problems in most countries. It is worth to recognize them, to take systemic action as soon as possible leading to the change of unfavorable indicators in Poland.

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Refleksja nauczyciela podstawą działań włączających w edukacji

100%

Skrzetuska E.

Kwartalnik Pedagogiczny

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2019

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tom 64(3 (253))

106-118

PL

The article presents the role of teachers’ professional reflection in inclusive education. A teacher in a classroom with pupils with diverse educational needs (including persons with disabilities, behavioural disorders or coming from different cultures) faces many non-standard educational situations. He/She must modify his/her educational activities based on observation of phenomena, deepening his/her knowledge and reflection on his/her observations. In these activities he/she should get the help of specialists, school administration and social environment. The author draws a model of changing the personal professional knowledge of teachers of self-reflection.

4

The improvement of partnership of family and school – in the light of evaluation research

87%

BIDZIŃSKI K.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2019

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nr 25

197-227

PL

Karol Bidziński, The improvement of partnership of family and school – in the light of evaluation research. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 197-227. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.09 Humanistically oriented, qualitative educational studies allow learning about and supporting the processes of social change, including the development of schools directed towards the implementation of the idea of inclusive education. Evaluation research seems to be particularly useful for achieving this goal. The results presented in the article are a part of the extensive material collected in field research, which was conducted in the years 2015-2018 in eight schools of Świętokrzyskie Voivodeship. The aim of the study was to describe school community activity and the subjective and intersubjective structure of the meaning of entities creating space for the implementation of students’ educational needs. The article presents the beliefs of parents and teachers on the educational partnership of schools and family, as well as barriers in its development, reconstructed on the basis of data originated from group discussions conducted in one of the schools that participated in the research.

5

Education for Peace in Diversified Groups: Opportunities and Threats

87%

JACHIMCZAK B.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2019

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nr 27

PL

Beata Jachimczak, Education for Peace in Diversified Groups: Opportunities and Threats. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 13–27. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.01The text addresses the problem of social changes related to the interpenetration of people with different cultures, religions, skills or nationalities in a common space, which also means that education is becoming more and more diverse in educational institutions. The transition from homogeneous groups to diverse groups in education has been and continues to be difficult due to many social, organizational and financial barriers. The analysis presented here relate to education for peace as a significant focus on a school (group) open to any individual difference as a resource for understanding oneself and the Other.

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Zakorzenienie jako istotny warunek integracji szkolnej

87%

Tersa K.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2017

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nr 16

63-78

EN

Embeddedness in a local community is one of many factors that can improve or even enable building inclusive environments at schools. This article is a theoretical search of roots of embeddedness as a scientific term. It also reviews the factors of its growth and dystrophy. In conclusion, it shows the impact of embeddedness in a local community at the level of social inclusion.

PL

Embededness in local society is one of many factors, that can improve or even allow building inclusive environments at schools. Presented article is a theoretical search for roots of embedednes as a scientific term. It also reviews factors of its growth and distrophy. In conclusion, it shows impact of embededness in local society on level of social inclusion.

7

Prowłączające zmiany w systemie polskiej edukacji – nowe możliwości, ograniczenia i wyzwania

87%

Janiszewska-Nieścioruk Z. , Zaorska M.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2014

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nr 4

9-28

EN

The past pro-inclusive actions and solutions in the education of people with disabilities, often can be perceived as highly positive, but, at the same time, they should lead to a critical and reflective approach towards them as well as their consequences. In addition to the undoubted qualities, the article also points out their weaknesses and limitations that are primarily expressed in the totalization of organizational solutions and excessive dissemination, as well as reducing the quality of the pedagogue and teacher education. The above mentioned issues generate a need for fast, corrective actions in the Polish education system.

PL

The past pro-inclusive actions and solutions in the education of people with disabilities, often can be perceived as highly positive, but, at the same time, they should lead to a critical and reflective approach towards them as well as their consequen- ces. In addition to the undoubted qualities, the article also points out their weaknesses and limitations that are primarily expressed in the totalization of organizational solutions and excessive dissemination, as well as reducing the quality of the pedagogue and teacher education. The above mentioned issues generate a need for fast, corrective actions in the Polish education system.

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Opinie nauczycieli szkół specjalnych na temat edukacji włączającej – uczeń ze SPE w szkole włączającej

87%

Chrzanowska I.

Studia Edukacyjne

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2016

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nr 41

55-74

EN

The idea of inclusive education is the concept of education for all. According to opinions of different backgrounds, it seems that the idea of inclusive education in Poland is mainly associated with the “problem” of a presence of students with disabilities in the mainstream school. The studies on the phenomenon of inclusive education were focused on the problems of the organization of education, teachers’ competences, and their consequences for the student withdisability. Seldom, if ever, is the phenomenon recognized in the context of all students, participants in the process. The idea of inclusive education goes beyond a single entity, i.e. a student with a disability. This idea requires a search for a new model of school – “a learning school” (like in the model of a learning organization). The school should be a place where people for all time are expanding their capacity to achieve results, constantly discovering and creating thereality in which they live.

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Agresywne zachowania uczniów ze SPE jako źródła lęków nauczycieli. Korelacja osłabiająca sukces edukacji włączającej

87%

Baranowska W. , Leszka J.

Studia Edukacyjne

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2018

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nr 51

403-425

EN

In inclusive education, teachers work with all students, including those exhibiting aggressive behaviors. Today, many teachers struggle with challenging student behavior. The study aims to examine (1) aggressive behaviors in students with SPE – a source of teacher frustration in inclusive education, (2) the consequences of these behaviors triggering fears in teachers, and (3) the relationship between teacher seniority and likely consequences as per objective 2. The survey was conducted among 188 teachers. The data were analyzed using descriptive and correlational approaches. We determined that (1) the main source of teacher frustration is the physical aggression displayed by students with ASD, ADHD, ODD and CD; (2) the fear students with SEN may hurt other students is prominent amongst teachers, with a linear correlation between predictable consequences, where the strongest links appear between prediction of conflict in a classroom and the accusation of incompetence levelled at teachers by parents of students with SEN and between the fear of losing self-control and disapproval by superiors; (3) no significant relationship exists between the seniority of teachers and their perception of the sources of frustrations and fears. Against the background of the results, we formulated recommendations on inclusive education training for teachers.

10

ПРОБЛЕМА ІНКЛЮЗИВНОГО НАВЧАННЯ У ВІТЧИЗНЯНОМУ ПЕДАГОГІЧНОМУ ДИСКУРСІ

80%

Аріщенко А.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 9(53)

132-137

EN

In the paper the problem of inclusive education in the national pedagogical discourse is revealed. The analysis of the scientific and educational literature concerning the views of national scientists on the definition of inclusive education is made. The questions of determining the key features of the integrated and inclusive education are discussed. In the article the purpose, the main objectives and the positive aspects of inclusive education are highlighted. In particular modern society recognizes that inclusion is a more humane and effective educational system that can meet the needs of all the categories of children and young people, regardless of the level of psychophysical development, and contributes to the creation of an inclusive society. By introducing inclusion in the educational process, it is possible to achieve the development of Ukrainian society that will allow every citizen regardless of age and gender, ethnicity, developmental ability participate in society and contribute to its development. Inclusive education should be understood as a comprehensive process to ensure equal access to quality education for persons with special educational needs by teaching them in educational institutions on the basis of personality-oriented teaching methods, taking into account individual characteristics. It should also be noted that among the priorities of inclusive education is the development and introduction of inclusive educational technologies in the context of an inclusive approach and model for special education services to students with special needs, including those with disabilities. While creating inclusive educational environment, students get used to the fact that the world and people in it are different, that everyone has the right to life, education and development. The international community believes that people with disabilities have the same rights as all others, and they should have equal opportunities in the implementation of these rights. Today the task of the state and society is to do so that all could get an education and to live fully, regardless of the health capabilities. Inclusive education system allows fully realize the educational rights of persons with special educational needs.

11

Uczeń z doświadczeniem migracji w edukacji. Diagnoza potrzeb i obszary wsparcia w ramach edukacji włączającej – uczeń cudzoziemski

80%

Chrzanowska I. , Jachimczak B.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2018

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nr 21

89-104

EN

The text is dedicated to the subject of support in education involving one of the groups of students with special educational needs - foreign students. Compared to other groups of pupils from the SPE, it is a small population of students in Poland. It represents less than 0.4% of students with special educational needs. The problems of foreign pupils, both in relation to education and social integration in the country they came to, are specific even within the group of pupils from the SPE. However, as the research results on the issue indicate, among others due to the small population of foreign pupils in Poland, teachers regard the problem of social inclusion of immigrant pupils as hypothetical, unrealistic. According to the concept of inclusive education, it is assumed that support in development is to be dedicated to all students regardless of whether they constitute a group: easily identifiable as part of the current categorical approach to the diagnosis of needs, numerous or less numerous, with permanent and serious development disorder or less serious problems, requiring only temporary support and small adjustments. In each case, however, it is necessary to diagnose the needs not only of students and their families, but also teachers and educational staff to introduce systemic changes, so that the support is no longer stigmatizing for the student, and was associated with selfacceptance, self-awareness and the desire to maximize predisposition and developmental potential of a person.

12

Modeling the development process of inclusive education in Ukraine

80%

Kovtoniuk M. M. , Kosovets O. P. , Soia O. M. , Pinaieva O. Y.

Informatyka, Automatyka, Pomiary w Gospodarce i Ochronie Środowiska

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2022

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tom T. 12, nr 4

67--73

EN

The article presents the results of research on the implementation of the principles of inclusive education in Ukraine, substantiates its relevance in the development of a democratic society and European integration policy. The principles of the state policy in the field of inclusive education, its normative-legal support and international practice of providing educational services to citizens with special needs are described. Advanced experience of inclusion introduction in the educational process of preschool, general secondary, vocational and higher education institutions is analyzed. Official statistics on the total number of people with disabilities in Ukraine; availability of special secondary education institutions (boarding schools) and their contingent; the number of children with disabilities in preschool education institutions, students with disabilities in full-time secondary education institutions, persons with disabilities in vocational education institutions, persons with disabilities among students of higher education institutions etc., have been handled. The importance and expediency of the scientific development of the principles of inclusive education, its practical implementation and study of socio-economic effect are substantiated. Graphic visualization of the correlation between the employed persons with disabilities and persons without disabilities, number of children, pupils, students with special educational needs in education establishments of Ukraine is presented.

PL

W artykule przedstawiono wyniki badań nad procesem wdrażania zasad edukacji włączającej na Ukrainie, uzasadniono ich znaczenie w warunkach rozwoju społeczeństwa demokratycznego i europejskiej polityki integracyjnej państwa. Opisano zasady krajowej polityki państwa w zakresie edukacji włączającej, jej wsparcie regulacyjne i prawne oraz międzynarodową praktykę świadczenia usług edukacyjnych obywatelom ze specjalnymi potrzebami. Przeanalizowano najlepsze doświadczenia z wdrażania integracji w procesie edukacyjnym placówek przedszkolnych, ogólnokształcących, zawodowych i wyższych. Opracowano oficjalne dane statystyczne dla Ukrainy dotyczące całkowitej liczby osób niepełnosprawnych; dostępność specjalnych szkół średnich (internatów) i ich zespołów; liczby dzieci niepełnosprawnych w placówkach wychowania przedszkolnego, uczniów niepełnosprawnych w dziennych placówkach ogólnokształcących, osób niepełnosprawnych w placówkach kształcenia zawodowego (zawodowego i technicznego), osób niepełnosprawnych wśród studentów szkół wyższych itp. Uzasadniono wagę i celowość naukowego opracowania zasad edukacji włączającej, jej praktyczne zastosowanie oraz badanie efektu społeczno-ekonomicznego. Zaprezentowano graficzną wizualizację stosunku zatrudnionych osób z niepełnosprawnościami do osób sprawnych, liczby dzieci, uczniów i studentów ze specjalnymi potrzebami edukacyjnymi w instytucjach edukacyjnych Ukrainy.

13

Role and challenges of school social workers in facilitating and supporting the inclusiveness of children with special needs in regular schools

80%

Balli D.

Academicus. International Scientific Journal

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2016

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nr 14

148-157

EN

Dynamic of the society development is associated with extension of social problems, notably in educational context. The role of school, as the main public institution for social development of the students, is now obvious throughout the world. Consequently the role of social workers in schools is becoming essential, especially in terms of the inclusion of marginalized children from the opportunity of education, by impacting the educational system, to meet the diverse needs of all learners. Social work is focused on the welfare of individuals by increasing and developing their potential, so it goes hand in hand with inclusive education for children with disabilities, which emphasizes the children’ rights to obtain a definite, qualitative and suitable education in regular schools. The main focus of this study was to draw a clear panorama of the school social workers’ role towards the processes of inclusiveness of students with disabilities in Albanian regular schools. The data were collected via in-depth interviews with eight school social workers of the secondary schools in Korça region. The results showed that social service in schools is very important for helping students to develop social competences, intermediating parents in utilizing school and community resources, identifying and reporting bullying phenomenon, etc. School social workers could play a key role to implement the educational reform, which is being undertaken in Albania. Interviewees also shared their difficulties regarding the practical work, especially obstacles related to inclusive education processes.

14

Wybrane aspekty czasu w dwóch koncepcjach edukacji włączającej uczniów z niepełnosprawnością

80%

Gajdzica Z.

Kwartalnik Pedagogiczny

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2019

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tom 64(3 (253))

42-55

PL

The article concerns the distribution of time as an important dimension of inclusive education. The major thesis of this study is comprised in the statement that two concepts of inclusive education most often distinguished in expert literature create the basis for different interpretations of the distribution of classroom time. In the first part of the text, the author presents characteristic features of two concepts of educational inclusion as well as some selected ways of approaching the significance of time in the form of education discussed. These issues have been viewed in the context of John Rawls’s two principles of justice. The essence of the study is the presentation of the results of some studies on the time devoted to individual work with a disabled learner in the mainstream class. These results have been briefly discussed and interpreted in the context of the assumptions of the different concepts of educational inclusion examined in the text.

15

Unity in diversity in terms of inclusive education and cooperative learning

80%

Bąbka J. , Korzeniowska R.

Człowiek - Niepełnosprawność - Społeczeństwo

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2020

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tom 48(2)

47-58

EN

Inclusive education is an expression of the educational system transformation and the transfer from focusing on adapting a pupil with special needs to school onto adapting teaching conditions to the pupul’s special needs. In this context, inclusive education is shown as a specific kind of intervening into the process of an individual’s socialisation having a double character of changes: in people, and in culture, which supports people’s development and building the inclusive society, in which people can experience unity in diversity. Cooperative learning is an educational strategy, which makes it possible to create a pro-inclusive social context and to develop pupills’ cognitive and social competencies necessary to function in a heterogenic community. The deliberations can be completed with the analysis of the selected factors conditioning cooperative learning in relation to pupils with disabilities and their non-disabled schoolmates. They are: (1) experience related to cooperation; (2) personal characteristics of pupils and (3) pupils’ preferences related to exercising task roles.

16

Transforming to Teach in an Inclusive Paradigm

80%

Garnier P.

The New Educational Review

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2022

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tom 68

129-138

EN

Since the Declaration of Salamanca and the Convention on the Rights of Persons with Disabilities, we have moved to an inclusive paradigm with regard to school. Mainstream schooling has become the rule. Thus, teachers in regular classes must work with all students, including those with special educational needs. It is not easy; many teachers face dilemmas in accommodating all types of students in the same classroom. This conceptual paper proposes a framework based on Mezirow’s transformative learning for understanding the transformations in teacher pedagogy needed to work in an inclusive school. It can be used as a basis for developing training mechanisms to support teachers in their transformation to work in an inclusive school.

17

Tablets for inclusive teaching and learning in a mainstream setting - a need analysis

80%

Galanciak S. , Weiss A. , Judge M. , Grebe C. , Nunez C. , Graf J. , Tanaś M. , Kehl F.

International Journal of Pedagogy, Innovation and New Technologies

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2018

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tom 5(2)

1-10

EN

The article presents the results of international research on the use of mobile technologies as a support in the process of educating students with special educational needs. A team of researchers from five European countries conducted a survey among teachers using tablets while working with students with disabilities. Answers from the respondents reveal the image of educators who seek on their own, without any systemic support, opportunities to strengthen the educational opportunities of their pupils. The research results indicate that systemic organizational, methodical and financial solutions should be developed to facilitate the introduction of mobile devices for special and inclusive education.

18

ЭДЬЮТЕЙНМЕНТ: ИГРЫ И ИКТ В ОБРАЗОВАНИИ ДЕТЕЙ СОСОБЫМИПОТРЕБНОСТЯМИ

80%

Репринцева Е.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 7(51)

381-391

EN

The most adapted tools of inclusive education is a game, it facilitates the integration of a child with special needs in the community and normal children at the same time helps to interact with peers who have developmental problems. Pedagogic Potential of Game It includes some game resources:socializing, developmental, diagnostic, didactic, psychotherapeutic, recreational and others resources. The use of games in inclusive education improves social сcompetence and communication skills of children with special needs. In the game, these children have more opportunities for social interaction with their healthy peers. The education process of children with special needs can be accompanied with some difficulties suppressing their development, social adaptation and academic success. Education by means of entertainment afford to model the reality and “to change it” in the conditions of game situation. Game can provide a moment of entertainment to an education process which is very important while children with special needs education. Nowadays in some Russian schools foreign methods of teaching children with special needs are widely accepted by teachers and psychologists. Teachers in kinder-gardens and schools use Montessori method, George Cuisenaire’s game complexes, Zoltan Dienes’s special game, Marianne Frostig’s psychological games. Such gaming methods are used quite often in team and individual work at the lessons and after classes times among groups of children with special needs and learning disabilities. Russian teachers using the experience of foreign colleagues, develop own game methods, easing the acquisition of writing, counting, reading for children with special needs, transforming serious study into funny game. Among them the most effective are: Nikolay Zaytcev’s special cubes for teaching reading, Evgeniy Chaplygin's dynamic cubes, Boris and Elena Nikitins’ game complexes for developing the skills of construction and logical thinking, Elena Danilova’s toys, Valeriy Rudenko’s brain-crackers, Viktor Kaie's (an inventor) games, Vyaceslav Voskobovich's special didactic game. In solving the problems of inclusive education in Russian schools are widely used computer game programs: «Peace outside your window»,«Games for Tigra»,«Sunny Castle»" logopaedic simulator «Delfa-142». The use of computer gaming technology in the educational process of inclusive school facilitates the assimilation of children with special needs educational content subjects. All the discussed methods are easy to adapt not only in the process of education but also in leisure activities of children with special needs. The methods can be applied in team-work as well as individual, changing the atmosphere of education into entertainment. Game complex using in inclusion education process of class/school make study easy and help children with special needs to improve the results and achievements.

19

Acciological reflexia of the inclusion phenomena in pedagogical informational culture

80%

Ohmush-Kovalevska O.

Intercultural Communication

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2017

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nr 3

229-241

EN

Purpose: To investigate the influence of the information culture of a modern teacher on the implementаtion of inclusive education in an educаtional institution and in society. Methods: terminological, system analysis, generalization. Results: the implementаtion of inclusive education is an important component of the reform and innovative development of the educational process. The effectiveness of its implementation depends largely on the teacher, who must be ready for implementation of the inclusion and have the necessary set of competencies to work in an inclusive environment. Such readiness can be effectively developed by constantly increasing the level of its own information culture. By focusing on the development of the teacher's information culture, we will thus ensure the development of such a philosophical concept as inclusion. After all, today it is not just a techniques and methods, it is a process of thinking, a worldview. This is perception, the inclusion in your life of something new, new. Ability to adapt in a changing world. In this article the role of the culture of a modern teacher in the implementation of inclusive education is considered. On the basis of the analysis of literature, the advantages that can be achieved through the development of the informational culture of a modern teacher under the conditions of an inclusive environment are singled out. It is noted that the formation of an information culture offers great opportunities for improving the learning process.

20

УРАХУВАННЯ ОСОБЛИВОСТЕЙ ДІТЕЙ З АУТИЗМОМ НА ЕТАПІ ЇХ АДАПТАЦІЇ ДО ІНКЛЮЗИВНОГО НАВЧАННЯ

80%

Гужва М.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

|

nr 6(40)

296-303

EN

In the article the problems of inclusive training of children with psychophysical violationsare considered. The condition of practice of introduction inclusive education within national educational system is analysed. It is established that at present not each practical psychologist, the teacher even if he has the considerable experience, has been rather informed with the specifics of work with such difficult category of children with autism. It is noted that in Ukraine the Institute of special pedagogics which is scientific institution as a part of National academy of pedagogical sciences of Ukraine develops a scientific-theoretical base of the development and introduction inclusive education. It is emphasized that the problem of the organization inclusive studies of children with autism is difficult and a little investigated. The attention is focused on importance of the establishment of difference of process inclusive education of children with autism from inclusion process in general education space of children with other psychophysical violation.The author has generalized the features of the pupils with autism which the teachers at the first stages of study of these children in general educational institutions have considered. It is established that the process of inclusive education of children with autism can significantly differ from inclusion in general educational space of children with other psychophysical violations. Such characteristics as the lack of balance in the integration of sensory stimuli, underdevelopment language skills, motor disturbances, too much attachment to the repetitive action and a narrow range of interests can be a big obstacle to the inclusion of the child with autism in an inclusive class team, regardless of the level of intellectual development or academic abilities. Definitely specific requirements are needed to the environment adaptation for comfortable stay of the pupils with noted nosology in the educational institutions and to use an individual approach. The process of inclusive education of children with autism may differ significantly from the inclusion in the general space children with other mental and physical disorders. The application of special techniques and methods of correctional work with this category of children should be implemented in the educational institutions.