Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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The context of special pedagogy: practical inclusive education or simulated inclusive education?
Get PDFKrystyna Barłóg, The centex of special pedagogy: implementedinclusive education or simulated inclusive education? Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 125–142. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.06
In many contexts of contemporary special education, its main present and future challenges are the implementation of effective inclusive education, the preparation of the required conditions, space and relations of safe functioning of a child with disabilities or special education needs together with healthy, able-bodied peers. Are the long-standing dreams of parents and many special educators regarding the equal rights of all people with disabilities, and in particular the right to education closest to the child’s place of residence, genuinely achieved nowadays? The diagnosis of selected municipal schools shows the real situation of the implementation of inclusive education. Are these successes already being achieved today? Or is it still a educational reality?Krystyna Barłóg, The centex of special pedagogy: implementedinclusive education or simulated inclusive education? Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 125–142. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.06
In many contexts of contemporary special education, its main present and future challenges are the implementation of effective inclusive education, the preparation of the required conditions, space and relations of safe functioning of a child with disabilities or special education needs together with healthy, able-bodied peers. Are the long-standing dreams of parents and many special educators regarding the equal rights of all people with disabilities, and in particular the right to education closest to the child’s place of residence, genuinely achieved nowadays? The diagnosis of selected municipal schools shows the real situation of the implementation of inclusive education. Are these successes already being achieved today? Or is it still a educational reality
Work of teachers co-organising the process of education of pupils with special educational needs in the opinions of public school teachers
Get PDFOne of the key issues within the area of issues related to contemporary special education is inclusive education. The purpose of the presented article is to analyse the key entities participating in the teaching and upbringing of pupils in the public educational system – the roles, tasks, professional qualifications, predispositions and personality traits of teachers of pupils with special educational needs. The article also presents results of research carried out by the author among teachers at public schools in the Silesian Voivodeship.One of the key issues within the area of issues related to contemporary special education is inclusive education. The purpose of the presented article is to analyse the key entities participating in the teaching and upbringing of pupils in the public educational system – the roles, tasks, professional qualifications, predispositions and personality traits of teachers of pupils with special educational needs. The article also presents results of research carried out by the author among teachers at public schools in the Silesian Voivodeship
Education for Peace in Diversified Groups: Opportunities and Threats
Get PDFBeata 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.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
Who Is a Creative Person? Conceptualisation of creativity by people with autism spectrum disorder.
Get PDFArkadiusz Gut, Małgorzata Moszyńska, Natalia Reszuta, Who Is a Creative Person? Conceptualisation of creativity by people with autism spectrum disorder. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 373–387. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI:https://doi.org/10.14746/ikps.2019.27.17 A growing body of literature has focused on individuals with autism spectrum disorder who are entering adulthood. Thus, one of the main topics is social interactions and the issue of their functioning in professional contexts. Researchers focus their attention on those individuals’ folk theories that are also crucial in the lives of the normative sample. One of the key folk theories that guide our professional lives is a folk image of the creative person. The folk theory is nothing more than tacit knowledge held by a group of people. It is a system of beliefs and an inner standard of assessment that serves us to explain, for example, why we believe that someone is creative or when we assess the effects of their work. The aim of this paper is to present chosen findings from our study of the folk theory of creativity and creative person using a sample of persons with an autism spectrum disorder. We used a reversed version of Klaus Urban’s and Hans Jellen’s Test for Creative Thinking – Drawing Production (TCT-DP) where respondents selected previously prepared drawings, instead of making them. Their task was to select the most and least creative drawings and rank all the drawings according totheir level of creativity. We also measured respondents’ levels of creative efficiency and creative identity.Arkadiusz Gut, Małgorzata Moszyńska, Natalia Reszuta, Who Is a Creative Person? Conceptualisation of creativity by people with autism spectrum disorder. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 373–387. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI:https://doi.org/10.14746/ikps.2019.27.17 A growing body of literature has focused on individuals with autism spectrum disorder who are entering adulthood. Thus, one of the main topics is social interactions and the issue of their functioning in professional contexts. Researchers focus their attention on those individuals’ folk theories that are also crucial in the lives of the normative sample. One of the key folk theories that guide our professional lives is a folk image of the creative person. The folk theory is nothing more than tacit knowledge held by a group of people. It is a system of beliefs and an inner standard of assessment that serves us to explain, for example, why we believe that someone is creative or when we assess the effects of their work. The aim of this paper is to present chosen findings from our study of the folk theory of creativity and creative person using a sample of persons with an autism spectrum disorder. We used a reversed version of Klaus Urban’s and Hans Jellen’s Test for Creative Thinking – Drawing Production (TCT-DP) where respondents selected previously prepared drawings, instead of making them. Their task was to select the most and least creative drawings and rank all the drawings according totheir level of creativity. We also measured respondents’ levels of creative efficiency and creative identity
Nauczanie języka obcego w grupie uczniów niewidomych i słabowidzących – przegląd badań
Get PDFThe paper concerns foreign language typhlomethodology and presents an overview of available research findings in the field, arranged in chronological order. The studies discussed in the paper have insight into either first language acquisition or foreign language learning by visually impaired learners. The former shed light on the potential problems the visually impaired might have while learning foreign languages. The problems might emerge both in the phonological or semantic domain. The latter, in turn, discuss such issues as the use of foreign language vocabulary learning strategies and the role of affective factors which facilitate the language learning process. Nowadays the European Union promotes ‘Languages to All’ principle, i.e. teaching languages to all groups of learners, regardless of their disabilities and impairments, preferably in inclusive education setting. Therefore, foreign language teachers should be acquainted with the research findings and their implications presented herein.The paper concerns foreign language typhlomethodology and presents an overview of available research findings in the field, arranged in chronological order. The studies discussed in the paper have insight into either first language acquisition or foreign language learning by visually impaired learners. The former shed light on the potential problems the visually impaired might have while learning foreign languages. The problems might emerge both in the phonological or semantic domain. The latter, in turn, discuss such issues as the use of foreign language vocabulary learning strategies and the role of affective factors which facilitate the language learning process. Nowadays the European Union promotes ‘Languages to All’ principle, i.e. teaching languages to all groups of learners, regardless of their disabilities and impairments, preferably in inclusive education setting. Therefore, foreign language teachers should be acquainted with the research findings and their implications presented herein
Kompetencje językowe dzieci z głuchotą prelingwalną zaimplantowanych do drugiego roku życia
Get PDFEarly implantation and hearing and speech rehabilitation provide much wider opportunities to develop linguistic and communication skills for children with hearing impairment. The article presents own research, the aim of which was to determine the level of language competence of children with prelingual hearing deafness, which were implanted with a cochlear implant until the second year of life. The study involved a group of 169 children with prelingual hearing deafness. The tests used 6 Ling’s sounds, the MAIS scale, the MUSS scale and the TAPS test.Early implantation and hearing and speech rehabilitation provide much wider opportunities to develop linguistic and communication skills for children with hearing impairment. The article presents own research, the aim of which was to determine the level of language competence of children with prelingual hearing deafness, which were implanted with a cochlear implant until the second year of life. The study involved a group of 169 children with prelingual hearing deafness. The tests used 6 Ling’s sounds, the MAIS scale, the MUSS scale and the TAPS test
Requirements for the teacher-therapist of persons with autism spectrum disorder – challenges for the new specialisation
Get PDFJoanna Buława-Halasz, Requirements for the teacher-therapist of persons with autism spectrum disorder – challenges for the new specialisation. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 335–349. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/ 10.14746/ikps.2019.27.15
The text concerns the introduced standards for educating teachers-therapists of persons with autism spectrum disorder. This new specialisation in special pedagogy is meant to respond to the needs of autistic people, but its form is not fully responsive to real needs in this area.Joanna Buława-Halasz, Requirements for the teacher-therapist of persons with autism spectrum disorder – challenges for the new specialisation. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 335–349. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/ 10.14746/ikps.2019.27.15
The text concerns the introduced standards for educating teachers-therapists of persons with autism spectrum disorder. This new specialisation in special pedagogy is meant to respond to the needs of autistic people, but its form is not fully responsive to real needs in this area
Categories and activities in the area of inclusion of people with disabilities found within commune strategies – selected examples based on the communes of the counties of Żywiec and Cieszyn districts
Get PDFSebastian Mrózek, Categories and activities in the area of inclusion of people with disabilities found within commune strategies – selected examples based on the communes of the counties of Żywiec and Cieszyn districts. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 29–52. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.02The issue of strategies of activities aimed at people with disabilities living in the relevant communes is a topic rarely undertaken in discourse of special pedagogy. These issues are found among the other activities that local government entities are contemporary obligated to implement, and span solutions and activities in the area of inclusion for people with disabilities. It is hence important to know and overcome problems and barriers that hinder or block the right functioning of people with disabilities. Some of solutions and activities are contained in the two types of communal strategic documents, these are: Commune Development Strategies and Strategies for solving social problems. The article consists of three parts. The first covers the characteristics of communal strategies and social policy towards people with disabilities. The second part presents the assumptions and results of research based on a qualitative analysis of strategic documents of 27 communes (about 3900 pages of documents) in terms of categories and activities regarding the inclusion of people with disabilities. The whole is summarised in the final conclusions. The aim of the study is preliminary recognition of exemplary activities found in the strategies of communes from the counties of Żywiec and Cieszyn. Text notes the “good practices” and noteworthy solutions for inclusion applied by local government entities with respect to people with disabilities.Sebastian Mrózek, Categories and activities in the area of inclusion of people with disabilities found within commune strategies – selected examples based on the communes of the counties of Żywiec and Cieszyn districts. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 29–52. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.02The issue of strategies of activities aimed at people with disabilities living in the relevant communes is a topic rarely undertaken in discourse of special pedagogy. These issues are found among the other activities that local government entities are contemporary obligated to implement, and span solutions and activities in the area of inclusion for people with disabilities. It is hence important to know and overcome problems and barriers that hinder or block the right functioning of people with disabilities. Some of solutions and activities are contained in the two types of communal strategic documents, these are: Commune Development Strategies and Strategies for solving social problems. The article consists of three parts. The first covers the characteristics of communal strategies and social policy towards people with disabilities. The second part presents the assumptions and results of research based on a qualitative analysis of strategic documents of 27 communes (about 3900 pages of documents) in terms of categories and activities regarding the inclusion of people with disabilities. The whole is summarised in the final conclusions. The aim of the study is preliminary recognition of exemplary activities found in the strategies of communes from the counties of Żywiec and Cieszyn. Text notes the “good practices” and noteworthy solutions for inclusion applied by local government entities with respect to people with disabilities
Extirpation of the scholarly profession in pedagogy
Get PDFBogusław Śliwerski, Extirpation of the scholarly profession in pedagogy.Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 13-31.Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.01.
In the article I am dealing with the issue of unscientific depreciation of pedagogy as a science, which manifests itself either in the lack of reliable scientific criticism of dissertations in this discipline or the escape of some educators into politics to implement their own social intervention projects. The dispute about the scientific nature of pedagogy arises from various research traditions, scientific schools, so the author presents several such methodological approaches, whose creators emphasize the criteria of scientificity and indicate the resulting limitations and their incomparability. Meanwhile, self-awareness of the academic criteria of pedagogy is important in the way of reviewing the scientific achievements of young academic staff. Based on reviews in post-habilitation proceedings, I present various types of arguments in favor of the unscientific status of someone’s research and the reaction of those whose publications are reviewed.Bogusław Śliwerski, Extirpation of the scholarly profession in pedagogy.Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 13-31.Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.01.
In the article I am dealing with the issue of unscientific depreciation of pedagogy as a science, which manifests itself either in the lack of reliable scientific criticism of dissertations in this discipline or the escape of some educators into politics to implement their own social intervention projects. The dispute about the scientific nature of pedagogy arises from various research traditions, scientific schools, so the author presents several such methodological approaches, whose creators emphasize the criteria of scientificity and indicate the resulting limitations and their incomparability. Meanwhile, self-awareness of the academic criteria of pedagogy is important in the way of reviewing the scientific achievements of young academic staff. Based on reviews in post-habilitation proceedings, I present various types of arguments in favor of the unscientific status of someone’s research and the reaction of those whose publications are reviewe