Wyniki wyszukiwania - Biblioteka Nauki

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Kultura tudzież rehabilitacja: Ku zmianie paradygmatu w edukacji głuchych i słabosłyszących w Polsce

100%

Sak M. , Moroń E. , Tomaszewski P.

Kultura i Edukacja

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2018

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nr 1(119)

99-114

EN

The social functioning of people with dysfunctions is an essential part of any training programme for future special education teachers. Special Education Studies involve two large class modules dedicated, among other things, to the methodology of teaching and the social functioning of children, youth and adults with disabilities. With respect to deaf and hard of hearing persons (DHH), one can speak about focusing on rehabilitation and integration of DHH students into the whole of hearing society in the broad sense of the terms: this approach is specific to Polish surdopedagogy which is one of the fields of Special Education. Consequently, Polish surdopedagogy devotes relatively little attention to deaf people’s manual communication, in particular the Polish Sign Language (PJM) or to deafness from the cultural perspective. These two dominant features of Polish surdopedagogy, i.e., the affirmation of special therapy and the ignorance of the communication aspect, will be subject to an analysis that is necessary in view of the emancipation of Deaf Studies, or of an interdisciplinary approach to the problems of deafness from the DHH community’s perspective. Deaf Studies cover the same issues as surdopedagogy. However, while surdopedagogy is based on the medical definition of deafness (inability to hear) and its effect on the functioning of people with hearing loss, the foundation for Deaf Studies is the social functioning of DHH persons among d/Deaf people, which reflects the developmental dynamics of their cultural identity within the linguistic minority, with all the consequential implications.

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ІСТОРИКО-ПЕДАГОГІЧНІ АСПЕКТИ РОЗВИТКУ СПЕЦІАЛЬНОЇ ОСВІТИ В УКРАЇНІ

63%

Кравченко І.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 1(55)

364-371

EN

The article presents historical-pedagogical analysis of special education formation and development, the attitude of society to abnormal children in the historical period is clarified, beginning with the slave system. The Middle Ages was marked by the stay of persons of the specified category in complete isolation, in Kievan Rus, the situation in this period differed from the Western European countries, where disabled children received help. In the Renaissance period the attitudes of society to abnormal children changed, the isolation from society was cancelled. Until 1917 the situation with anomalous children in Ukraine was extremely unsatisfactory. After 1917, in Ukraine the idea of special public education and training of all abnormal children was implemented. In the postwar years in Ukraine, a theoretical concept of deployment and allocation of the surdopedagogy, typhlopedagogy, oligophrenic pedagogy and speech therapy in the independent sciences was developed. The particularly favorable years to create a differentiated network of special institutions for children with various disabilities and improving educational work were outlined; the approaches of modern scientists regarding the developmental disorders and their psychological correction at special education institutions were analyzed. It is noted that at the modern stage modernization of education in Ukraine is aimed at democratizing and improving its quality. The objective is to build a flexible state system for early complex assistance to children with developmental disabilities. Creating a national system of early intervention, it is important to learn the advanced Western experience and take into account Ukrainian realities. It is common knowledge that one can ensure the effectiveness of the developed by the scientists methods of correctional and educational work only in conditions of their systematic and early use in the modern special school taking into account a differentiated approach depending on the structure of disadvantage. It is stressed that the main characteristic of special schools of the XXI century should be remedial and preventive orientation of the pedagogical process, which involves adjustments and overcoming child’s impairments – motor, speech, intellectual and behavioral.

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Ponadczasowe ideee Marii Grzegorzewskiej we współczesnej polskiej pedagogice specjalnej

63%

Kocoń M. M. , Malik N.

Lubelski Rocznik Pedagogiczny

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2023

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tom 42

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nr 3

89-101

EN

Introduction: The life and multifaceted activity of Maria Grzegorzewska (1887–1967) are a valuable historical source. However, what is most invaluable in the work of the precursor of Polish special pedagogy is the timelessness of her ideas, the echoes of which still resound today. Research Aim: The article attempts to indicate the influence of Maria Grzegorzewska on the development of modern pedagogical science and practice. Evidence-based Facts: Not only the scientific, organizational and educational activities of Maria Grzegorzewska, concerning surdopedagogy, oligophrenopedagogy and pedeutology, but also her views, which have a timeless character, were brought closer. Summary: It has been shown that despite the passage of time, Maria Grzegorzewska’s pedeutological, deontological, and axiological concepts have not lost their relevance, because they are based on universal values that are the foundation of the teacher-educator’s work.

PL

Wprowadzenie: Życie i wielopłaszczyznowa działalność Marii Grzegorzewskiej (1887–1967) są cennym źródłem historycznym. Jednak tym, co jest najbardziej nieocenione w twórczości prekursorki polskiej pedagogiki specjalnej, jest ponadczasowość jej idei. Cel badań: W artykule podjęto próbę wskazania wpływu Marii Grzegorzewskiej na rozwój współczesnej nauki i praktyki pedagogicznej. Stan wiedzy: Przybliżono nie tylko działalność naukową, organizacyjną i edukacyjną Marii Grzegorzewskiej, dotyczącą surdopedagogiki, oligofrenopedagogiki i pedeutologii, ale również jej poglądy. Podsumowanie: Ukazano, że pomimo upływu czasu pedeutologiczne, deontologiczne i aksjologiczne koncepcje Marii Grzegorzewskiej nie straciły na aktualności, ponieważ są oparte na uniwersalnych wartościach, które stanowią fundament pracy nauczyciela-wychowawcy.

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Normalizacja i włączanie społeczne w teorii i w praktyce kształcenia akademickiego. Wsparcie studentów słabosłyszących i niesłyszących w ekosystemie szkoły wyższej – prezentacja ustaleń badawczych

51%

Szulc D.

Przegląd Pedagogiczny

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2022

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nr 1

118-142

EN

The article deals with the problem of normalization and social inclusion of students with disabilities in the ecosystem of an academic institution. The first part presents the theory of the title ideas. The main assumptions and conditions for the implementation of the concept of normalization and inclusion in the educational space are indicated. The key participants in the process (students and teachers), as well as their qualities and tasks are determined. Theoretical considerations are exemplified in the second part of the article, which presents the results of own research on the problem of supporting hard of hearing and deaf students in 34 academic institutions in Poland, as an example of the implementation of the idea of normalization and inclusion. It shows the support system functioning in academic institutions – along with the difficulties that threaten its high level and its form. The article emphasizes the need for individual and multifaceted support for students with hearing impairment in the academic institution ecosystem.

PL

Artykuł porusza problem normalizacji i inkluzji społecznej studentów z niepełnosprawnościami w ekosystemie szkoły wyższej. W pierwszej części zostaje przybliżona teoria dotycząca tytułowych idei. Wskazane zostają główne założenia i uwarunkowania realizacji koncepcji normalizacji i inkluzji w przestrzeni edukacyjnej. Określeni są kluczowi dla procesu uczestnicy (studenci i nauczyciele), ich przymioty i zadania. Rozważania teoretyczne znajdują swoją egzemplifikację w drugiej części artykułu, która przedstawia wyniki badań własnych nad problemem wsparcia studentów słabosłyszących i niesłyszących w 34 uczelniach na terenie Polski, jako przykład realizacji idei normalizacji i inkluzji. Ukazuje funkcjonujący w uczelniach system wsparcia – wraz z trudnościami, które zagrażają jego wysokiemu poziomowi, oraz jego formy. Artykuł podkreśla potrzebę indywidualnego i wielopłaszczyznowego wsparcia studentów z uszkodzonym narządem słuchu w ekosystemie uczelni.