Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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Strategie komunikacyjne minimalnie werbalnych dzieci rozpoczynających edukację przedszkolną
Full text linkIn the so-called minimally verbal, a negligible degree of expressing communication behavior is diagnosed, which significantly reduces participation in interaction and reduces the effectiveness of communication. The minimal-verbal communication behaviors of preschool children in interaction are characterized by: sub-competence and transitional competence. With a shortage of linguistic resources, the child has specific communication behaviors, i.e. strategies that involve participation in interaction, the process of receiving and decoding meanings, and to a large extent the production and transmission of a message that is as understandable to the environment as possible. With limited language tools, children entering preschool education either withdraw from communicating or look for any possible means of interaction –both strategies can be observed in both natural and simulated pedagogical situations. The minimum verbosity of pre-school children does not exclude the possibility of interaction with other communication partners. The gradual transition from the level of sub-competency and transitional competence to a higher level requires early therapeutic and pedagogical activities, incentives to use achievement strategies more often, and to build bridges between communicative, linguistic and cultural competences. Without therapy, the strategies used may lead to fossilization, i.e. inhibit communication and the development of linguistic competence.In the so-called minimally verbal, a negligible degree of expressing communication behavior is diagnosed, which significantly reduces participation in interaction and reduces the effectiveness of communication. The minimal-verbal communication behaviors of preschool children in interaction are characterized by: sub-competence and transitional competence. With a shortage of linguistic resources, the child has specific communication behaviors, i.e. strategies that involve participation in interaction, the process of receiving and decoding meanings, and to a large extent the production and transmission of a message that is as understandable to the environment as possible. With limited language tools, children entering preschool education either withdraw from communicating or look for any possible means of interaction –both strategies can be observed in both natural and simulated pedagogical situations. The minimum verbosity of pre-school children does not exclude the possibility of interaction with other communication partners. The gradual transition from the level of sub-competency and transitional competence to a higher level requires early therapeutic and pedagogical activities, incentives to use achievement strategies more often, and to build bridges between communicative, linguistic and cultural competences. Without therapy, the strategies used may lead to fossilization, i.e. inhibit communication and the development of linguistic competence
Developing social competences of children with Down syndrome by playing
Full text linkThe subject of this article is a report from a study on the functioning of children with Down syndrome in a pre-school integration group and the rationality of attending kindergarten. During the research, children with Down syndrome in two groups in a kindergarten in Wrocław were observed. The research started with the thesis that play is the basic form of children’s activity, in which, among others, the social competence of children is shaped. The activity most willingly chosen by children during free play were theatrical forms (role playing, puppet theatres, shadow theatres). The research was conducted for nine months; I was a researcher and educator in this kindergarten.The subject of this article is a report from a study on the functioning of children with Down syndrome in a pre-school integration group and the rationality of attending kindergarten. During the research, children with Down syndrome in two groups in a kindergarten in Wrocław were observed. The research started with the thesis that play is the basic form of children’s activity, in which, among others, the social competence of children is shaped. The activity most willingly chosen by children during free play were theatrical forms (role playing, puppet theatres, shadow theatres). The research was conducted for nine months; I was a researcher and educator in this kindergarten
A Child with Autism in a State School – A program for working with an autistic child in primary school.
Full text linkIn the paper, the author discusses educational interactions focused on a child with autism. The first part of the study presents the characteristics of functioning of an autistic child, taking into account specific needs and difficulties. The research material was used to present the specificity of child’s functioning in certain developmental spheres: socio-emotional sphere, cognitive sphere, self-care, communication, sensory integration and motor integration. Bearing in mind a multi-profile diagnosis of the disorder and including various spheres of child’s functioning, the diagnosis was referenced to programming the process of support. The author concludes by presenting a reflection on dilemmas and challenges in education of autistic children.In the paper, the author discusses educational interactions focused on a child with autism. The first part of the study presents the characteristics of functioning of an autistic child, taking into account specific needs and difficulties. The research material was used to present the specificity of child’s functioning in certain developmental spheres: socio-emotional sphere, cognitive sphere, self-care, communication, sensory integration and motor integration. Bearing in mind a multi-profile diagnosis of the disorder and including various spheres of child’s functioning, the diagnosis was referenced to programming the process of support. The author concludes by presenting a reflection on dilemmas and challenges in education of autistic children
Nicotinism and the knowledge of consequences of laryngectomy among university students.
Full text linkNicotine addiction is currently one of the most serious health and social problems worldwide, which contributes to the development of numerous diseases, including, above all, laryngeal cancer, which may lead to laryngectomy. The consequences of losing one’s larynx are irreversible. The objective of the study presented in this paper was to describe the knowledge of the consequences of radical laryngectomy among students pursuing a variety of majors. The study covered 194 people (119 non-smokers and 75 smokers), who took part in diagnostic survey based on a bespoke questionnaire. Based on the study in question, the author determined that the level of knowledge about the consequences of laryngectomy among the majority of students is average to low, while smoking students have an average awareness of these consequences. Moreover, it turned out that age, gender, major and the number of smokers in students’ closest circles do not determine the knowledge about the subject at hand. The results of the study indicate that the anti-smoking public service campaigns addressed to youth should include information about both the risk of diseases and their consequences, which may significantly reduce the quality of life and hinder everyday functioning.Nicotine addiction is currently one of the most serious health and social problems worldwide, which contributes to the development of numerous diseases, including, above all, laryngeal cancer, which may lead to laryngectomy. The consequences of losing one’s larynx are irreversible. The objective of the study presented in this paper was to describe the knowledge of the consequences of radical laryngectomy among students pursuing a variety of majors. The study covered 194 people (119 non-smokers and 75 smokers), who took part in diagnostic survey based on a bespoke questionnaire. Based on the study in question, the author determined that the level of knowledge about the consequences of laryngectomy among the majority of students is average to low, while smoking students have an average awareness of these consequences. Moreover, it turned out that age, gender, major and the number of smokers in students’ closest circles do not determine the knowledge about the subject at hand. The results of the study indicate that the anti-smoking public service campaigns addressed to youth should include information about both the risk of diseases and their consequences, which may significantly reduce the quality of life and hinder everyday functioning
The use of the mirror in speech therapy
Full text linkThe article begins the description of the history of a mirror: its origin, creation and use. Then the characteristics of the mirror as a typical element of the speech therapy room equipment were made. The article discusses the issue of its use in the opinion of speech therapists. Speech disorders specialists note that it should be used first of all for people with articulation disorders and less for people with mutism
“Neurologopedics in theory and practice. Selected aspects of child’s diagnostics and therapy” Published by: Wydawnictwo Naukowe Akademii Techniczno-Humanistycznej, Bielsko-Biała 2012 Scientific edition by: Joanna Skibska, Dawid Larysz
Full text link“Neurologopedics in theory and practice. Selected aspects of child’s diagnostics and therapy” Published by: Wydawnictwo Naukowe Akademii Techniczno-Humanistycznej, Bielsko-Biała 2012 Scientific edition by: Joanna Skibska, Dawid Larys
The psychological and philosophical typology of personality by René Le Senne as the foundation of personal and existential pedagogy by Janusz Tarnowski
Full text linkThe analysis included the reception of René Le Senne’s theory of personality by psychology and pedagogy of the second half of the 20th century. The work reveals the extraordinary topicality of the typology in modern times, with still the observed lack of cooperation between psychologists and educators dealing with pedagogical axiology, the theory of upbringing and education. The typology survived thanks to the treatises of an outstanding scientist – Professor Janusz Tarnowski, whose dissertations in the field of personal-existential pedagogy of dialogue are reconstructed in this work and supplemented with philosophical interpretation by Tadeusz Gadacz in order to understand why the Le Senne’s typology is absent from social sciences and humanities as the basis for modern upbringing and self-education.The analysis included the reception of René Le Senne’s theory of personality by psychology and pedagogy of the second half of the 20th century. The work reveals the extraordinary topicality of the typology in modern times, with still the observed lack of cooperation between psychologists and educators dealing with pedagogical axiology, the theory of upbringing and education. The typology survived thanks to the treatises of an outstanding scientist – Professor Janusz Tarnowski, whose dissertations in the field of personal-existential pedagogy of dialogue are reconstructed in this work and supplemented with philosophical interpretation by Tadeusz Gadacz in order to understand why the Le Senne’s typology is absent from social sciences and humanities as the basis for modern upbringing and self-education
(Un)seen difference, i.e. regarding the image of persons with physical disabilities in selected feature films
Full text linkThe paper presents the results of a qualitative research on a topic of the film imagery of people with physical disabilities. Selected feature films were analysed on the basis of specific questions regarding femininity, masculinity and sexuality of persons with physical disabilities. Additionally, the research was also based on three imagery stages: the early-exploitation, the super-cripple and normality. The main result of the analysis is to settle two discourses: the main and the alternative. Despite the social changes, most popular representations are stereotypical, presenting disability as a total category and are shown from the masculine perspective. The most important presentation within the alternative discourse must include disability as a transparent, unseen difference.The paper presents the results of a qualitative research on a topic of the film imagery of people with physical disabilities. Selected feature films were analysed on the basis of specific questions regarding femininity, masculinity and sexuality of persons with physical disabilities. Additionally, the research was also based on three imagery stages: the early-exploitation, the super-cripple and normality. The main result of the analysis is to settle two discourses: the main and the alternative. Despite the social changes, most popular representations are stereotypical, presenting disability as a total category and are shown from the masculine perspective. The most important presentation within the alternative discourse must include disability as a transparent, unseen difference
The opinions of foster parents on the personal level of cooperation with teachers in the context of children’s special educational needs. A scientific report
Full text linkChildren from foster families are a specific group of students because they are often disabled, have special needs, difficulties and experienced violence or neglect. Foster parents have to face challenges related to their upbringing. The text is a scientific report presenting the opinions of foster parents on their cooperation with teachers. For this purpose, an interpretative paradigm was adopted and phenomenography was applied. The subjects (21 foster parents of school-age children) participated in three focus group interviews. Qualitative data analysis was used to identify positive and negative aspects of the foster parents’ experiences in cooperation with the school. The article is focused on the personal level of this cooperation. The answers provided by the parents in the study reveal predominance of negative experiences and emotions in this respect. The subjects pointed to such problems as: failure to notice and understand children’s problems/difficulties, the lack of individualization, maladjusted requirements, incompetence of teachers and the absence of informational feedback from the school. However, some respondents noticed positive elements of cooperation with teachers, such as the ability to recognize the child’s needs and problems by teachers and educators, sharing information about the child, taking into account the information provided by parents and adapting requirements to the child’s abilities. The results were used to develop recommendations aimed at improving cooperation between the school and foster parents.Children from foster families are a specific group of students because they are often disabled, have special needs, difficulties and experienced violence or neglect. Foster parents have to face challenges related to their upbringing. The text is a scientific report presenting the opinions of foster parents on their cooperation with teachers. For this purpose, an interpretative paradigm was adopted and phenomenography was applied. The subjects (21 foster parents of school-age children) participated in three focus group interviews. Qualitative data analysis was used to identify positive and negative aspects of the foster parents’ experiences in cooperation with the school. The article is focused on the personal level of this cooperation. The answers provided by the parents in the study reveal predominance of negative experiences and emotions in this respect. The subjects pointed to such problems as: failure to notice and understand children’s problems/difficulties, the lack of individualization, maladjusted requirements, incompetence of teachers and the absence of informational feedback from the school. However, some respondents noticed positive elements of cooperation with teachers, such as the ability to recognize the child’s needs and problems by teachers and educators, sharing information about the child, taking into account the information provided by parents and adapting requirements to the child’s abilities. The results were used to develop recommendations aimed at improving cooperation between the school and foster parents
Teachers’ aggressive and violent behaviours towards students with mild intellectual disabilities in three forms of education
Full text linkAggression and violence has become a regular part of school reality. The ongoing legal changes in the education system have provided children with mild intellectual disabilities the opportunity to study in three forms of education: mainstream schools, integration classes and special schools. Unfortunately, the results of many studies have revealed that students with disabilities are more likely to be subject to peer victimization, particularly in various forms of inclusive education. In view of such facts, the question arises whether, and if so, how and with what frequency students with mild intellectual disabilities in various forms of education experience aggression and violence perpetrated by teachers. This seems particularly important because of the role that teachers play in building a sense of security in students, especially those with mild intellectual disabilities. The results of the study revealed a much higher level of aggression and violence experienced by students with mild intellectual disabilities perpetrated by teachers working in mainstream schools compared to those working in special schools. This fact raises great reservations regarding the teachers’ attitude towards students with mild intellectual disabilities and the level of their preparation for effective work with such students.Aggression and violence has become a regular part of school reality. The ongoing legal changes in the education system have provided children with mild intellectual disabilities the opportunity to study in three forms of education: mainstream schools, integration classes and special schools. Unfortunately, the results of many studies have revealed that students with disabilities are more likely to be subject to peer victimization, particularly in various forms of inclusive education. In view of such facts, the question arises whether, and if so, how and with what frequency students with mild intellectual disabilities in various forms of education experience aggression and violence perpetrated by teachers. This seems particularly important because of the role that teachers play in building a sense of security in students, especially those with mild intellectual disabilities. The results of the study revealed a much higher level of aggression and violence experienced by students with mild intellectual disabilities perpetrated by teachers working in mainstream schools compared to those working in special schools. This fact raises great reservations regarding the teachers’ attitude towards students with mild intellectual disabilities and the level of their preparation for effective work with such students