Wyniki wyszukiwania - Biblioteka Nauki

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Supporting the Development of Competences Necessary for the Independent Living of People With Profound Disorders of Intellectual Development: An Empirical Study

100%

Adamczyk M. , Majewicz P. , Wolny J.

Multidisciplinary Journal of School Education

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2023

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tom 12

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nr 2 (24)

357-375

EN

Objectives of the research: The goal of the research was to identify the type and extent of activities that special education facilities engage in to teach and promote independence in people with profound disorders of intellectual development. Research methods: Empirical material was collected using the author’s original online questionnaire, which consisted of 30 questions measuring the extent to which students’ needs for developing independent living skills are met. The survey was conducted among special education teachers (N=642) from seven European countries (Portugal, Spain, Belgium, Poland, Bulgaria, Romania, and Turkey). A short description of the context of the issue: Independent living is widely seen as an immanent attribute of adulthood. Children and adolescents are prepared for independent living through the process of upbringing and socialization; people with disabilities are additionally prepared through rehabilitation. For people with a profound disorder of intellectual development, independent living is challenging but possible with the right support. Research findings: The results indicate that in the course of developing independent living skills in people with profound disorders of intellectual development, efforts are mainly made to improve their self-management skills and democratic management methods in both team work and individual work. Conclusions and recommendations: In the surveyed countries, there is a tendency to limit work for developing independent living skills to a single type of intervention. Rarely are two or three methods – not to mention four – simultaneously used to stimulate the development of independent living skills. It is therefore necessary to call for increased efforts to promote independent living among people with profound disorders of intellectual development and to focus this support on autonomy, self-determination, achieving quality of life goals, and, above all, the ability to make decisions – since this is what determines true independence in life.

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Contemporary Educational Space for University Students and Young People with Intellectual Disabilities: Integration Through Social Interaction

100%

Adamczyk M. , Majewicz P. , Wolny J.

Multidisciplinary Journal of School Education

|

2023

|

tom 12

|

nr 2 (24)

357-375

EN

Objectives of the research: The goal of the research was to identify the type and extent of activities that special education facilities engage in to teach and promote independence in people with profound disorders of intellectual development. Research methods: Empirical material was collected using the author’s original online questionnaire, which consisted of 30 questions measuring the extent to which students’ needs for developing independent living skills are met. The survey was conducted among special education teachers (N=642) from seven European countries (Portugal, Spain, Belgium, Poland, Bulgaria, Romania, and Turkey). A short description of the context of the issue: Independent living is widely seen as an immanent attribute of adulthood. Children and adolescents are prepared for independent living through the process of upbringing and socialization; people with disabilities are additionally prepared through rehabilitation. For people with a profound disorder of intellectual development, independent living is challenging but possible with the right support. Research findings: The results indicate that in the course of developing independent living skills in people with profound disorders of intellectual development, efforts are mainly made to improve their self-management skills and democratic management methods in both team work and individual work. Conclusions and recommendations: In the surveyed countries, there is a tendency to limit work for developing independent living skills to a single type of intervention. Rarely are two or three methods – not to mention four – simultaneously used to stimulate the development of independent living skills. It is therefore necessary to call for increased efforts to promote independent living among people with profound disorders of intellectual development and to focus this support on autonomy, self-determination, achieving quality of life goals, and, above all, the ability to make decisions – since this is what determines true independence in life.

3

Contemporary Educational Space for University Students and Young People with Intellectual Disabilities: Integration Through Social Interaction

100%

Sobocha E. , Pietrzak M.

Multidisciplinary Journal of School Education

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2023

|

tom 12

|

nr 2 (24)

377-394

EN

Objectives of the research: The goal of the research was to identify the type and extent of activities that special education facilities engage in to teach and promote independence in people with profound disorders of intellectual development. Research methods: Empirical material was collected using the author’s original online questionnaire, which consisted of 30 questions measuring the extent to which students’ needs for developing independent living skills are met. The survey was conducted among special education teachers (N=642) from seven European countries (Portugal, Spain, Belgium, Poland, Bulgaria, Romania, and Turkey). A short description of the context of the issue: Independent living is widely seen as an immanent attribute of adulthood. Children and adolescents are prepared for independent living through the process of upbringing and socialization; people with disabilities are additionally prepared through rehabilitation. For people with a profound disorder of intellectual development, independent living is challenging but possible with the right support. Research findings: The results indicate that in the course of developing independent living skills in people with profound disorders of intellectual development, efforts are mainly made to improve their self-management skills and democratic management methods in both team work and individual work. Conclusions and recommendations: In the surveyed countries, there is a tendency to limit work for developing independent living skills to a single type of intervention. Rarely are two or three methods – not to mention four – simultaneously used to stimulate the development of independent living skills. It is therefore necessary to call for increased efforts to promote independent living among people with profound disorders of intellectual development and to focus this support on autonomy, self-determination, achieving quality of life goals, and, above all, the ability to make decisions – since this is what determines true independence in life.

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Analiza wybranych płaszczyzn przestrzeni edukacyjnej ucznia niepełnosprawnego intelektualnie na przykładzie edukacji w Polsce, Anglii i Republice Czeskiej

58%

Bełza M.

Niepełnosprawność - zagadnienia, problemy, rozwiązania

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2019

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nr 1(30)

79-91

PL

Artykuł jest próbą zarysowania wybranych płaszczyzn przestrzeni edukacyjnej uczniów z niepełnosprawnością intelektualną w stopniu umiarkowanym, znacznym i głębokim. Podstawę metodologiczną artykułu stanowią badania przeprowadzone w Anglii, Republice Czeskiej i Polsce w ramach dysertacji doktorskiej. W artykule zwrócono uwagę i opisano takie płaszczyzny, jak niepełnosprawność intelektualna a specjalne potrzeby edukacyjne, kształcenie pedagogów specjalnych oraz wsparcie państwa, czyli relacje kadry specjalistycznej z rządem. Wyniki przeprowadzonych badań pokazują różnice i podobieństwa w postrzeganiu edukacji ucznia niepełnosprawnego pomiędzy wybranymi krajami. Przyglądając się im, można stwierdzić, że wiele z nich wynika nie z samej kondycji edukacji specjalnej w danym kraju, ale charakteru narodowego członków danego społeczeństwa, który nadaje określoną percepcję zeczywistości, w tym również tej związanej z edukacją ucznia z niepełnosprawnością intelektualną.

EN

The article is an attempt to scratch the selected areas of the education of students with moderate, severe and profound intellectual disabilities. Methodological basis of article is a study conducted in England, the Czech Republic and Poland in the framework of doctoral dissertation. The article highlights and describes such matters as intellectual disability and special educational needs, special education teachers and the support of the state or specialist relations with the government. Results of this study show the differences and similarities in the perception of student with a disability education between the selected countries. Looking at them, we can say that many of them are the result not of the same condition of special education in the country but the national character of its inhabitants, which makes a certain perception of reality, including those related to the education of the intellectually disabled student.