Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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Opinie nauczycieli przedszkoli integracyjnych na temat szans powodzenia działań włączających wobec poszczególnych grup uczniów, a staż pracy w zawodzie
Get PDFCurrently, the idea of inclusive education is perceived as a model of education, far exceeding the idea of inclusion of students with disabilities into mainstream education. It is a vision of a school aimed at considering the needs of all students, i.e. those who exhibit no severe developmental disabilities, with special educational needs, including gifted individuals. Additionally, the scholars of inclusive education agree, that the process is neither easy nor simple. One of the determining factors indicated, is the attitude of teachers towards the very idea. Therefore, a research idea arose, aiming at examining the opinion of teachers regarding the subject of inclusive education, as a potentially dominant form of education. Recognising at least some of its determinants seemed essential. The following article focuses on two of the aforementioned: types of institutions, where the teachers are employed, and the teachers’ professional experience. The research encompasses integrated preschools. It seems that the experience of teachers of such institutions proves particularly significant for recognising the chances and dangers of inclusive education, within the context of Polish integration experience. The two professional groups distinguished, with substantial and minor professional experience, allow to examine the perspective of inclusive action.Currently, the idea of inclusive education is perceived as a model of education, far exceeding the idea of inclusion of students with disabilities into mainstream education. It is a vision of a school aimed at considering the needs of all students, i.e. those who exhibit no severe developmental disabilities, with special educational needs, including gifted individuals. Additionally, the scholars of inclusive education agree, that the process is neither easy nor simple. One of the determining factors indicated, is the attitude of teachers towards the very idea. Therefore, a research idea arose, aiming at examining the opinion of teachers regarding the subject of inclusive education, as a potentially dominant form of education. Recognising at least some of its determinants seemed essential. The following article focuses on two of the aforementioned: types of institutions, where the teachers are employed, and the teachers’ professional experience. The research encompasses integrated preschools. It seems that the experience of teachers of such institutions proves particularly significant for recognising the chances and dangers of inclusive education, within the context of Polish integration experience. The two professional groups distinguished, with substantial and minor professional experience, allow to examine the perspective of inclusive action
Everybody wants ‘good teachers’ – but they are hard to define A common narrative of model educators: from fictional teachers through exceptional educators to current educators’ professional perceptions
Get PDFThroughout the years. researchers searched for the definition of a good teacher. This article offers to learn from model educators, fictional and historical, how to define values, perception and practices which characterize good teachers. Four fictional teachers were chosen based on two characteristics: First, author’s descriptions that underline their good qualities as a person and as a teacher. Second, remarks from their students’ and/or students’ parents or guardians, stating their acknowledgment of the teachers’ special qualities. and their gratitude for the learning experience they shared. A qualitative narrative analysis of these teachers – ‘Jane Eyre’, ‘Ann of Green Gables’ and his sequel ‘Anne from Avonlea”, ‘Up the down Staircase’ and ‘Goodbye Mr. Chips’ – defined five major characteristics which represent the exceptional teacher: holistic perception of the student, identifying and addressing students’ unique needs, emphasis on student-teacher relationship, creative teaching, a sense of mission and an inspiring personality. Examining the work of exceptional educators such as Ann Sullivan (Helen Keler’s tutor). Janusz Korczak, and Haime Escelante, reveals common themes which corresponds with fictional model teachers characteristics. Qualitative interviews with 14 Israeli rural high school teachers (7 homeroom educators and 7 subject teachers) emphasized similar characteristics of their role perceptions and practices. The key to higher achievements, educational and academic alike, lies in the hands of the teachers. If these traits characterize the ‘good teacher’ we should consider merging then into teachers’ preparatory and in-work professional training, as well as teachers’ evaluation processes. Let us learn from good examples how to become ‘good teachers’.
Osoby niepełnosprawne w sytuacji podwójnego wykluczenia w wybranych krajach Afryki Południowej
Get PDFEducation plays an important role in South African countries with respect to the emergence of double exclusion that affects people with disabilities living there. Factors like race, gender, social origin or disability contribute to social inequalities, whereas their intensity depends on the dominant ideology or state policy (e.g. apartheid in South Africa). People with disabilities who experience social exclusion caused by their social origin as African natives simultaneously undergo exclusion resulting from their disability. In this context, apart from (the exclusion rooted in) the “heritage” of apartheid, one can also find other very meaningful factors including folk beliefs, healers and shamans. Hence, in line with local folk beliefs, disability in specific areas of the country is perceived and understood as a punishment or a charm that was cast, which eventually makes families ashamed of their disabled children or relatives, force them to hide them for fear of ostracism, violence, ritualmutilation or death.In South African countries education plays the important role in the context of double exclusion occurance of people with disabilities living in those areas. Factors like race, gender, social origin or disability affect social inequalities which powerful strength in society is strictly connected with a dominant ideology or state policy (eg. apartheid in South Africa). People with disabilities undergoing social exclusion caused by their social origin as African natives, simultaneously undergo exclusion caused by disability. In this context, apart from (the exclusion rooted in) the “heritage” of apartheid, one can also find a very meaningful factor folk beliefs, healers and shamans. Hence, disability, according to the particular area of the country and local folk beliefs, is perceived and understood as punishment or a thrown charm which eventually makes families being ashamed of their disabled children or relatives, force them to hide them for fear of ostracism, violence, ritual mutilation or death
Kultura informacji osób z niepełnosprawnością wzroku w refleksji tyflologiczno-informatologicznej
Get PDFThe subject of this paper is the specificity of the information space of persons with visual disabilities as a component of their information culture, according to the concept proposed by M. Kisilowska. Based on systematic analysis of documents and long years of participative observations, the deliberations focus on legal solutions governing the access of persons with visual disabilities to information, the navigation and cognition spheres of a blind information user and the specificity of providing information, in particular the Braille system, tactile graphics, audio description, alternative materials and augmentative technologies. The deliberations highlight obstacles in accessing information by persons with visual disabilities and suggest both practical solutions and research proposals for a complex analysis of the information culture of persons with visual disabilities in Poland
Wczesne rozpoznawanie zaburzeń ze spektrum autyzmu – symptomy ryzyka, diagnoza wstępna, badania przesiewowe
Get PDFBarbara Winczura, Wczesne rozpoznawanie zaburzeń ze spektrum autyzmu – symptomy ryzyka, diagnoza wstępna, badania przesiewowe [Early detection of autism spectrum disorders – risk symptoms, initial diagnosis, screening]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 73-103. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.05
The diagnosis of autism within the first two years of a child’s life is burdened by many difficulties. The most significant symptoms for early recognition of ASD are deemed to be emotional and social deficits, disturbances in the development of speech and communication as well as atypical behaviour in the form of limited, repetitive behaviour patterns. In the first as well as the second year of life, the most commonly confirmed early signs of ADS refer to the lack of behaviour indicating the child’s readiness to form social relations and to social communication, including in particular its reactions to its own name, limited eye contact, atypical facial expressions in social situations, the lack of emotional adaptation, limited interest in social impulses and poor vocalisation, as well as limited abilities to imitate, establish a common field of attention and the expression of attachment to the next of kin. Inthe second year of age, the atypical behaviour is manifested more clearly and may, although it must not necessarily, shine through in all areas typical for autism.Barbara Winczura, Wczesne rozpoznawanie zaburzeń ze spektrum autyzmu – symptomy ryzyka, diagnoza wstępna, badania przesiewowe [Early detection of autism spectrum disorders – risk symptoms, initial diagnosis, screening]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 73-103. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.05
The diagnosis of autism within the first two years of a child’s life is burdened by many difficulties. The most significant symptoms for early recognition of ASD are deemed to be emotional and social deficits, disturbances in the development of speech and communication as well as atypical behaviour in the form of limited, repetitive behaviour patterns. In the first as well as the second year of life, the most commonly confirmed early signs of ADS refer to the lack of behaviour indicating the child’s readiness to form social relations and to social communication, including in particular its reactions to its own name, limited eye contact, atypical facial expressions in social situations, the lack of emotional adaptation, limited interest in social impulses and poor vocalisation, as well as limited abilities to imitate, establish a common field of attention and the expression of attachment to the next of kin. Inthe second year of age, the atypical behaviour is manifested more clearly and may, although it must not necessarily, shine through in all areas typical for autism
Autostygmatyzacja osób z niepełnosprawnością wzrokową
Get PDFJoanna Gładyszewska-Cylulko, Self-stigma in the visually impaired, Interdisciplinary Contexts of Special Pedagogy, No. 22, Poznań 2018. Pp. 179–193. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.11
The blind and visually impaired are one of the groups prone to stigma. Stigma imposed by social environment may lead to self-stigma, that is expressing negative opinions about oneself as a result of the carried sigma. Self-stigma usually develops in three stages: first the stigmatised person realizes that they have been stereotyped, then they accept the stereotype and finally apply it to themselves. Thus, to develop selfstigma, the person has to be aware that they are perceived by the society in a stereotypical way (a blind person is usually perceived as passive, dependent and reliant on other people’s help), accept it and acknowledge themselves that this is their real image. Not every visually impaired person is will develop self-stigma. The article presents selected factors and preventive measures that may reduce the risk of self-stigma.Joanna Gładyszewska-Cylulko, Self-stigma in the visually impaired, Interdisciplinary Contexts of Special Pedagogy, No. 22, Poznań 2018. Pp. 179–193. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.11
The blind and visually impaired are one of the groups prone to stigma. Stigma imposed by social environment may lead to self-stigma, that is expressing negative opinions about oneself as a result of the carried sigma. Self-stigma usually develops in three stages: first the stigmatised person realizes that they have been stereotyped, then they accept the stereotype and finally apply it to themselves. Thus, to develop selfstigma, the person has to be aware that they are perceived by the society in a stereotypical way (a blind person is usually perceived as passive, dependent and reliant on other people’s help), accept it and acknowledge themselves that this is their real image. Not every visually impaired person is will develop self-stigma. The article presents selected factors and preventive measures that may reduce the risk of self-stigma
Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego
Get PDFMariusz Wielebski, Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego [From the decision on special education eligibility to an individual educational and therapeutic plan]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 339-354. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.19
In my article I would like to show the complicated way from the decision about special education to individual educational and therapeutic plan. I am going to show how government statements are sometimes hard and complicated for parents, teachers and other specialists, who are looking after the children with special educational needs. I try to show everyday life in my job – teacher, specialist of pedagogical therapy. I hope my article will help and change our reality.Mariusz Wielebski, Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego [From the decision on special education eligibility to an individual educational and therapeutic plan]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 339-354. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.19
In my article I would like to show the complicated way from the decision about special education to individual educational and therapeutic plan. I am going to show how government statements are sometimes hard and complicated for parents, teachers and other specialists, who are looking after the children with special educational needs. I try to show everyday life in my job – teacher, specialist of pedagogical therapy. I hope my article will help and change our reality
Autonómnosť a profesionalita učiteľa v rámci interakcie učiteľ – žiak
Get PDFPaper presents beginning teachers reflection of their independence in professional behaviour and acts. It shows partially results of qualitative research using grounded theory design in independent professional behaviour of teaching beginners as reflexion of autonomous free self and brings categories of teachers professional activities among students, their inside view of independent choices of curriculum, teachers’ goals in society, in adaptation process, methods and forms of teaching.Paper presents beginning teachers reflection of their independence in professional behaviour and acts. It shows partially results of qualitative research using grounded theory design in independent professional behaviour of teaching beginners as reflexion of autonomous free self and brings categories of teachers professional activities among students, their inside view of independent choices of curriculum, teachers’ goals in society, in adaptation process, methods and forms of teaching
Godność, codzienność, wsparcie osób starszych z niepełnosprawnością
Get PDFBernadeta Szczupał, Dignity, everyday life, support for seniors with disabilities, Interdisciplinary Contexts of Special Pedagogy, No. 22, Poznań 2018. Pp. 15–26. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.02
The process of ageing is an inevitable life phenomenon in both the individual and social aspects. With the growing life expectancy of humans, the way of living in the old age becomes a challenge in the context of respect for the dignity of the elderly. In this article, I present selected theoretical issues concerning the sense of dignity, everyday life and helplessness of elderly people with disabilities, which is unfortunately often associated with it. I also show the complexity of contemporary problems and expectations and the challenges faced by older people with disabilities.Bernadeta Szczupał, Dignity, everyday life, support for seniors with disabilities, Interdisciplinary Contexts of Special Pedagogy, No. 22, Poznań 2018. Pp. 15–26. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.02
The process of ageing is an inevitable life phenomenon in both the individual and social aspects. With the growing life expectancy of humans, the way of living in the old age becomes a challenge in the context of respect for the dignity of the elderly. In this article, I present selected theoretical issues concerning the sense of dignity, everyday life and helplessness of elderly people with disabilities, which is unfortunately often associated with it. I also show the complexity of contemporary problems and expectations and the challenges faced by older people with disabilities
