Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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Employer’s Assistant – new value in employing persons with disabilities.
Get PDFIrena Ramik-Mażewska, Employer’s Assistant – new value in employing persons with disabilities. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 417–432. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.20 The purpose of this article is to present the initiative of the West Pomeranian Voivodeship in Poland, which is aimed at increasing the professional activity of persons with disabilities. The developed and tested model of the employer’s assistant is, in the special pedagogy, a new quality directed towards the labour market. The Employer’s Assistant does not deal, in essence, only with a person with a disability, but mainly with the environment of employers to hire persons that suffer from disabilities. In the article, I refer to the assistant of the disabled person as a result of the biopsychosocial model of disability, which creates a great opening to the discussion on various models of assistance. I would like to point out the specific consequences of the lack of employment among people with disabilities. I present the premises of the employer’s assistant model and the evaluation of its effectiveness, the main consequence of which is the ability to build social capital of persons with disabilities. By cooperating with many environments, the employer’s assistant develops specific social behavioural patterns and becomes a foundation of social activity of persons with disabilities.Irena Ramik-Mażewska, Employer’s Assistant – new value in employing persons with disabilities. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 417–432. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.20 The purpose of this article is to present the initiative of the West Pomeranian Voivodeship in Poland, which is aimed at increasing the professional activity of persons with disabilities. The developed and tested model of the employer’s assistant is, in the special pedagogy, a new quality directed towards the labour market. The Employer’s Assistant does not deal, in essence, only with a person with a disability, but mainly with the environment of employers to hire persons that suffer from disabilities. In the article, I refer to the assistant of the disabled person as a result of the biopsychosocial model of disability, which creates a great opening to the discussion on various models of assistance. I would like to point out the specific consequences of the lack of employment among people with disabilities. I present the premises of the employer’s assistant model and the evaluation of its effectiveness, the main consequence of which is the ability to build social capital of persons with disabilities. By cooperating with many environments, the employer’s assistant develops specific social behavioural patterns and becomes a foundation of social activity of persons with disabilities
The reflection paedagogy of Vasyl Sukhomlynsky and Janusz Korczak
Get PDFBogusław Śliwerski, The reflection paedagogy of Vasyl Sukhomlynsky and Janusz Korczak. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 99–115. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.05The subject of the analysis is the paedagogical thought of the leading representatives of the new education movement in Poland and in the Ukraine. The timeless character of their reflection paedagogy was exemplified by the orphans’ home of Warsaw, Poland, and the School of Joy in Pavlysh, Ukraine, the organisational solutions, rules of (self-)education, the system of social and moral standards bound educators the same way as they did those under their care. The phenomenon of the radical, unique approaches to supporting children, which they created, is a challenge for coming generations. With this work, I also open up the debate and the need for further research concerning the origins and consequences of transgression of state borders by paedagogical thought that constantly changes its approach to humanist paidocentric paedagogy in a world, in which authoritarian, directive or instrumental paedagogy continues to have a strong presence. In this regard, I focus primarily on the similarity of thought between both these educators, indicating the differences in their approach to the child.Bogusław Śliwerski, The reflection paedagogy of Vasyl Sukhomlynsky and Janusz Korczak. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 99–115. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.05The subject of the analysis is the paedagogical thought of the leading representatives of the new education movement in Poland and in the Ukraine. The timeless character of their reflection paedagogy was exemplified by the orphans’ home of Warsaw, Poland, and the School of Joy in Pavlysh, Ukraine, the organisational solutions, rules of (self-)education, the system of social and moral standards bound educators the same way as they did those under their care. The phenomenon of the radical, unique approaches to supporting children, which they created, is a challenge for coming generations. With this work, I also open up the debate and the need for further research concerning the origins and consequences of transgression of state borders by paedagogical thought that constantly changes its approach to humanist paidocentric paedagogy in a world, in which authoritarian, directive or instrumental paedagogy continues to have a strong presence. In this regard, I focus primarily on the similarity of thought between both these educators, indicating the differences in their approach to the child
Specjalne i nie-specjalne. Dylematy współczesnego podejścia do potrzeb osób z niepełnosprawnością
Get PDFThe article is devoted to the problems of disability seen through the prism of needs, both those referred to as special (special educational, developmental, professional needs), as well as those universal. The term (special) needs were analyzed, in particular the problem of losing its basic, psychological significance in the special pedagogy of recent years, as well as its theoretical and practical explorations in relation to nursing-compensating, educational and therapeutic activities. Text points attention to the need to update analyzes consistent with the idea of inclusion, in relation to the issue of the needs of people with disabilities, as a motivating factor and compensation area.The article is devoted to the problems of disability seen through the prism of needs, both those referred to as special (special educational, developmental, professional needs), as well as those universal. The term (special) needs were analyzed, in particular the problem of losing its basic, psychological significance in the special pedagogy of recent years, as well as its theoretical and practical explorations in relation to nursing-compensating, educational and therapeutic activities. Text points attention to the need to update analyzes consistent with the idea of inclusion, in relation to the issue of the needs of people with disabilities, as a motivating factor and compensation area
Contemporary architect’s self-education on the issues concerning architecture history. Selected problems
Get PDFOlga Chrzanowska, Contemporary architect’s self-education on the issues concerning architecture history. Selected problems. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 403-417. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.17
The aim of this text is to describe the risks faced by contemporary architects when undertaking to learn, either directly or indirectly, about architecture in the era of the Internet and mass consumption of culture. The role of architect’s self-education on the issues concerning architecture history and aesthetic empathy theory in the context of everyday architectural landscapes. As an example, the historical foundations for the thinking on modernity in designs of the three architects: Peter Zumthor, Christian de Portzamparc and David ChipperfieldOlga Chrzanowska, Contemporary architect’s self-education on the issues concerning architecture history. Selected problems. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 403-417. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.17
The aim of this text is to describe the risks faced by contemporary architects when undertaking to learn, either directly or indirectly, about architecture in the era of the Internet and mass consumption of culture. The role of architect’s self-education on the issues concerning architecture history and aesthetic empathy theory in the context of everyday architectural landscapes. As an example, the historical foundations for the thinking on modernity in designs of the three architects: Peter Zumthor, Christian de Portzamparc and David Chipperfiel
Competencies of a deaf educator and deaf speech and language therapist in the diagnostic and therapeutic process of a child with hearing impairment
Get PDFRenata Marciniak-Firadza, Competencies of a deaf educator and deaf speech and language therapist in the diagnostic and therapeutic process of a child with hearing impairment. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 297-331. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https:// doi.org/10.14746/ikps.2019.25.13
The specificity of the cognitive processes of a child with hearing impairment, and the need to apply appropriate methods and means of teaching, requires participation of a properly prepared specialist in the field of remedial and educational, preventive and therapeutic work in the didactic process. The manifestation of not only theoretical reflection on the profession of teacher and speech and language therapist, but also the effect of practical searches related to the vocational education and training of educators and speech and language therapists,as well as the assessment of their work, is the issue of professional competencies of a deaf educator and deaf speech and language therapist in the diagnostic and therapeutic process of a child with hearing impairment. Competence is understood in the article in two ways: as a range of knowledge, skills, predispositions and as a range of qualifications.Renata Marciniak-Firadza, Competencies of a deaf educator and deaf speech and language therapist in the diagnostic and therapeutic process of a child with hearing impairment. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 297-331. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https:// doi.org/10.14746/ikps.2019.25.13
The specificity of the cognitive processes of a child with hearing impairment, and the need to apply appropriate methods and means of teaching, requires participation of a properly prepared specialist in the field of remedial and educational, preventive and therapeutic work in the didactic process. The manifestation of not only theoretical reflection on the profession of teacher and speech and language therapist, but also the effect of practical searches related to the vocational education and training of educators and speech and language therapists,as well as the assessment of their work, is the issue of professional competencies of a deaf educator and deaf speech and language therapist in the diagnostic and therapeutic process of a child with hearing impairment. Competence is understood in the article in two ways: as a range of knowledge, skills, predispositions and as a range of qualifications
Feminist disability studies vs discrimination of women with disabilities
Get PDFTomasz Kasprzak, Feminist disability studies vs discrimination of women with disabilities. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019.Pp. 127-138. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi. org/10.14746/ikps.2019.24.07
Disabled women are often treated as if they were deprived of feelings or desires.They are exposed to discrimination not only because of disability, but also because of gender (multiple discrimination). Feminist disability studies are an interdisciplinary field of research into the socio-political situation of women with disabilities.Tomasz Kasprzak, Feminist disability studies vs discrimination of women with disabilities. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019.Pp. 127-138. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi. org/10.14746/ikps.2019.24.07
Disabled women are often treated as if they were deprived of feelings or desires.They are exposed to discrimination not only because of disability, but also because of gender (multiple discrimination). Feminist disability studies are an interdisciplinary field of research into the socio-political situation of women with disabilities
The perception of people with a physical disability towards those with a different kind of disability
Get PDFDifficulties resulting from the social perception of people with disabilities, and the personal assessment of their own disability are important for her/his relationship with other people. Therefore, it is worth asking what the perceptions are, of those who experience psychosocial effects due to their physical disability, towards people with intellectual disabilities, hearing impairments, visual impairments, mental illnesses, as well as their own physically disabled group. To analyse the perception of people with a physical disability, the study explores three areas: the acceptance or rejection of society’s stigmatization towards persons with disabilities; integrative versus separative social orientations of people with physical disability; social preferences of people with physical disability regarding other disabled people. The research sample consisted of 75 people with physical disabilities, who suffer from damage to the locomotor system. The data was collected using a questionnaire The findings highlight that the response from those who were physically disabled agreed with the opinions of general society, not only with the issue of promoting integrated solutions and offering assistance, but also having the same preferences and opinions about specific types of disability. However, their perception regarding their own group was noticeably different from that of general society.Difficulties resulting from the social perception of people with disabilities, and the personal assessment of their own disability are important for her/his relationship with other people. Therefore, it is worth asking what the perceptions are, of those who experience psychosocial effects due to their physical disability, towards people with intellectual disabilities, hearing impairments, visual impairments, mental illnesses, as well as their own physically disabled group. To analyse the perception of people with a physical disability, the study explores three areas: the acceptance or rejection of society’s stigmatization towards persons with disabilities; integrative versus separative social orientations of people with physical disability; social preferences of people with physical disability regarding other disabled people. The research sample consisted of 75 people with physical disabilities, who suffer from damage to the locomotor system. The data was collected using a questionnaire The findings highlight that the response from those who were physically disabled agreed with the opinions of general society, not only with the issue of promoting integrated solutions and offering assistance, but also having the same preferences and opinions about specific types of disability. However, their perception regarding their own group was noticeably different from that of general society
Sytuacja niepełnosprawnych sensorycznie w obszarze edukacji i aktywności zawodowej w opinii przedstawicieli środowiska osób niesłyszących i niewidzących
Get PDFThe Convention on the Rights of Persons with Disabilities adopted by the United Nations on December 13, 2006, signed by the Government of Poland on March 20, 2007, and therefore ratified on September 6, 2012, is committed to respecting all provisions contained in this document, including those concerning access to universal education, labor market and employment. However, from a practical point of view, there are many barriers and problems experienced by different environments of people with disabilities in the enforcement of their rights. Hence, the article mentions the opinions of representatives of the deaf and blind people on current restrictions and discrimination, as well as proposals addressed to the education and work and employment spheres participating in the debates organized under the project „Convention on the Rights of Persons with Disabilities – a common cause”, the main contractor of which is the Polish Forum of People with Disabilities.The Convention on the Rights of Persons with Disabilities, adopted by the United Nations on December 13, 2006, signed by the Government of Poland on March 20, 2007, and ratified on September 6, 2012, obliges to respect all the provisions contained in this document, including those concerning access to universal education, the labour market and employment. However, from a practical point of view, there are many barriers and problems experienced by different environments of people with disabilities in the enforcement of their rights. Hence, the article includes the opinions of representatives of the deaf and blind people on current restrictions and discrimination, as well as proposals addressed to the education and work and employment spheres of those participating in the debates organized under the project „Convention on the Rights of Persons with Disabilities – a common cause”, the main contractor of which is the Polish Forum of People with Disabilities
Proces adaptacji rodziców do roli rodzicielskiej dziecka z zespołem Downa jako strategia radzenia sobie z sytuacją stresową
Get PDFThe process of adaptation to the role of a parent of a child with Down Syndrome is very difficult, multi-staged and stress-causing both for mothers and fathers (Będkowska-Heine, 2003; Kościelska, 1998; Liberska and Matuszewska, 2011; Żyta, 2004). Coping with parental stress is a constant challenge for mothers and fathers of a child with Down syndrome and it increases the significance of different types of social support. The choice of the coping strategy can improve the parents’ cognitive abilities and competences of emotional and behavioural control and it also facilitates a more positive assessment of their intellectually disabled child (Turnbull et al., 1993). If parents choose a more adaptive, problem-focused coping strategy, adaptation to the parental role proceeds more fluently and more adequately (Abery, 2006; Lackaye and Margalit, 2006; Van Riper, 2003). In addition, it has been proven that receiving social support and using accommodative coping styles may boost the process of adaptation to the role of a parent of a child with Down syndrome (Atkinson et al., 1995; Dunst, Trivette and Deal, 1988; Florian, Krulik, 1991; Friedrich, Wilturner and Cohen, 1985; Lam and Mackenie, 2002; Sullivan, 2002; Van Riper, 1999).The process of adaptation to the role of a parent of a child with Down Syndrome is very difficult, multi-staged and stress-causing both for mothers and for fathers. Coping with the parental stress is a constant challenge for mothers and fathers of a child with Down syndrome and it increases the significance of different types of social support. The choice of coping strategy influences parents’ cognitive abilities, competences of emotional and behavioural regulation and facilities more positive assessment of their intellectually disabled child. In case parents choose more adaptive, that is problem – focused coping strategy the adjustment to parental role proceed more fluent, or even more adequate. In addition, it has been proven that receiving social support and using accommodative coping style may boost the process of adaptation to parental role of a child with Down syndrome
Radzenie sobie ze stresem rodziców dzieci z autyzmem
Get PDFThe appearance of a child with a disability is always a source of tremendous stress in the family. This problem is particularly evident in the case of an autistic child because of its unpredictable and untypical development. Every person during their life develops certain mechanisms to deal with difficult situations. According to Lazarus and Folkman (1987), dealing with stress mainly relies on specific intellectual activities and appropriate actions to control the requirements assessed by the person as burdensome or beyond his/her current possibilities. There are many ways of dealing with stress. The most common strategies include those focused on solving the problem (SSZ), emotional overreaction (SSE) and avoidance of stress (SSU) by engaging in substitute activities (ACZ) or seeking social interaction (CSA). It is assumed that an effective way to deal with stress consists in relating the needs and capabilities of an individual. The aim of this article was to investigate the ways of dealing with stress among 130 parents of autistic children