Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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Jak dzieci/młodzież z głębszą niepełnosprawnością intelektualną kodują formacje słowotwórcze (na przykładzie kategorii nazw narzędzi)
Get PDFRenata Marciniak-Firadza, Coding of word formation structures by children/adolescents with deeper intellectual disability (on the example of the category of the tool names), Interdisciplinary Contexts of Special Pedagogy, No. 22, Poznań 2018. Pp. 215–235 Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.13
Word formation plays an important role in the child’s linguistic and cognitive development, because the ability to interpret word formation structures and active use of the knowledge of derivation rules are the most important manifestations of linguistic competence at the lexical level. The aim of the article is a linguistic interpretation of selected names of tools obtained from children and adolescents aged 6–19 with diagnosed moderate and severe intellectual disability.. In the article, the author would like to draw attention first of all to the existence of word-formation structures in the linguistic awareness of children / adolescents and to the fact whether newly formed words are created in accordance with word-formation patterns existing inthe Polish language or they diverge from these patterns.Renata Marciniak-Firadza, Coding of word formation structures by children/adolescents with deeper intellectual disability (on the example of the category of the tool names), Interdisciplinary Contexts of Special Pedagogy, No. 22, Poznań 2018. Pp. 215–235 Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.13
Word formation plays an important role in the child’s linguistic and cognitive development, because the ability to interpret word formation structures and active use of the knowledge of derivation rules are the most important manifestations of linguistic competence at the lexical level. The aim of the article is a linguistic interpretation of selected names of tools obtained from children and adolescents aged 6–19 with diagnosed moderate and severe intellectual disability.. In the article, the author would like to draw attention first of all to the existence of word-formation structures in the linguistic awareness of children / adolescents and to the fact whether newly formed words are created in accordance with word-formation patterns existing inthe Polish language or they diverge from these patterns
Między postprawdą a (pseudo)mądrością tłumu – o epistemicznej pułapce cyfrowych mediów i analogowych kompetencjach jako środkach jej uniknięcia
Get PDFAdam Pietrzykowski, Między post-prawdą a (pseudo)mądrością tłumu – o epistemicznej pułapce cyfrowych mediów i analogowych kompetencjach jako środkach jej uniknięcia [Between post-truth and (pseudo)wisdom of the crowds – on epistemic trap of digital media and analog competences as means of avoiding it]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 77-91. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.04
In the modern world, truth has become an anachronistic value. At the same time, hopes associated with its restitution by the networked crowd have proved futile. The growing dominance of audiovisual media inevitably leads to the formation of a new man, driven more by affection than rationality. Phenomena such as secondary illiteracy, language depletion and the rise of populism are signs of this process. The development of media literacy suggested by theoreticians of education may be an insufficient remedy for the indicated civilization problem. The solution may be returning to basic competences shaped, in particular, by philosophical education, which may become the proper medium for restoring critical reason in society.Adam Pietrzykowski, Między post-prawdą a (pseudo)mądrością tłumu – o epistemicznej pułapce cyfrowych mediów i analogowych kompetencjach jako środkach jej uniknięcia [Between post-truth and (pseudo)wisdom of the crowds – on epistemic trap of digital media and analog competences as means of avoiding it]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 77-91. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.04
In the modern world, truth has become an anachronistic value. At the same time, hopes associated with its restitution by the networked crowd have proved futile. The growing dominance of audiovisual media inevitably leads to the formation of a new man, driven more by affection than rationality. Phenomena such as secondary illiteracy, language depletion and the rise of populism are signs of this process. The development of media literacy suggested by theoreticians of education may be an insufficient remedy for the indicated civilization problem. The solution may be returning to basic competences shaped, in particular, by philosophical education, which may become the proper medium for restoring critical reason in society
Stan cyfryzacji polskich szkół na podstawie badania „Polska szkoła w dobie cyfryzacji. Diagnoza 2017” w kontekście potrzeby wdrożenia nauczania w modelu STEAM
Get PDFMarlena Plebańska, Digitisation of Polish Schools Based on the “Polish School in the Digitisation Era. The 2017 Diagnosis” Survey in the Context of the Necessity of Implementing the STEAM Model of Teaching, Interdisciplinary Contexts of Special Pedagogy, No. 23, Poznań 2018. Pp. 53–70. Adam Mickiewicz University Press.ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.03
The author of the paper presents the concept of teaching in the STEAM model in relation to the necessity of building competence of tomorrow among pupils of primary schools and even preschools. The author sets forth the status of digitisation of Polish schools in the light of the most extensive Polish digitisation survey: the 2017 Digital Diagnosis. The author primarily discusses the conclusions from studies pertaining to the status of digitisation of the Polish schools in the context of implementation of the STEAM model as a concept for developing competence of tomorrow. Results of studies conducted in June 2017 among pupils, parents and teachers are presented. The study was prepared and conducted by a team of researchers/academic employees of the Faculty of Education at the University of Warsaw in cooperation with PCG Edukacja under the supervision of the author of this paper. The study encompassed 100,129 respondents from primary schools, middle schools, high schools, technical schools and vocational schools from all provinces in Poland. The full report presenting the study results is available on website: https://www.librus.pl/doradca-dyrektora/informacje-prawne/organizacja-pracy-szkoly/stan-cyfryzacji-polskich-szkol-ku-refleksji-raport-2017/Marlena Plebańska, Digitisation of Polish Schools Based on the “Polish School in the Digitisation Era. The 2017 Diagnosis” Survey in the Context of the Necessity of Implementing the STEAM Model of Teaching, Interdisciplinary Contexts of Special Pedagogy, No. 23, Poznań 2018. Pp. 53–70. Adam Mickiewicz University Press.ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.03
The author of the paper presents the concept of teaching in the STEAM model in relation to the necessity of building competence of tomorrow among pupils of primary schools and even preschools. The author sets forth the status of digitisation of Polish schools in the light of the most extensive Polish digitisation survey: the 2017 Digital Diagnosis. The author primarily discusses the conclusions from studies pertaining to the status of digitisation of the Polish schools in the context of implementation of the STEAM model as a concept for developing competence of tomorrow. Results of studies conducted in June 2017 among pupils, parents and teachers are presented. The study was prepared and conducted by a team of researchers/academic employees of the Faculty of Education at the University of Warsaw in cooperation with PCG Edukacja under the supervision of the author of this paper. The study encompassed 100,129 respondents from primary schools, middle schools, high schools, technical schools and vocational schools from all provinces in Poland. The full report presenting the study results is available on website: https://www.librus.pl/doradca-dyrektora/informacje-prawne/organizacja-pracy-szkoly/stan-cyfryzacji-polskich-szkol-ku-refleksji-raport-2017
Technologie mobilne jako nośnik zmiany – w opinii nauczycieli z czterech krajów europejskich
Get PDFSylwia Galanciak, Miriam Judge, Anna Weiss, Technologie mobilne jako nośnik zmiany – w opinii nauczycieli z czterech krajów europejskich [Mobile technologies as a carrier of change – in the opinion of teachers from four European countries]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 203-220. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.12
The article presents partial results of qualitative research conducted among 83 respondents (28 teachers and 55 students) from four European countries, using tablets to work at school. The aim of the research was to recognize the scope of application of mobile technologies by teachers and students and also their opinions on the usefulness of these technologies as a support in the process of education. An image of teachers and students, who realistically assess the advantages and disadvantages of tablets, and who redefine their role in the educational process, emerges from the individual interviews and focus conversations.Sylwia Galanciak, Miriam Judge, Anna Weiss, Technologie mobilne jako nośnik zmiany – w opinii nauczycieli z czterech krajów europejskich [Mobile technologies as a carrier of change – in the opinion of teachers from four European countries]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 203-220. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.12
The article presents partial results of qualitative research conducted among 83 respondents (28 teachers and 55 students) from four European countries, using tablets to work at school. The aim of the research was to recognize the scope of application of mobile technologies by teachers and students and also their opinions on the usefulness of these technologies as a support in the process of education. An image of teachers and students, who realistically assess the advantages and disadvantages of tablets, and who redefine their role in the educational process, emerges from the individual interviews and focus conversations
Diagnoza postępów w zakresie opanowania podstawowych umiejętności szkolnych uczennicy z umiarkowanym stopniem niepełnosprawności intelektualnej
Get PDFJacek Sikorski, Diagnoza postępów w zakresie opanowania podstawowych umiejętności szkolnych uczennicy z umiarkowanym stopniem niepełnosprawności intelektualnej [The assessment of progress in acquiring the basic school skills by the studentwith a moderate intellectual disability]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 323-338. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.18
The following article takes up the issue of assessing intellectual disability from the interdisciplinary, especially psycho-pedagogical, point of view. It pays special attention to the moderate intellectually disabled students and the difficulties which they have in acquiring such basic school skills as reading, writing and counting. However, the main aim of the research was to show all the changes (progress) in the above-mentioned basic school skills in reference to the observed student with a moderate intellectual disability, which have occurred during the 10 months’ time as a result of applying both educational and therapeutic actions and an attempt to indicate the school’s education opportunities based on the results of the researchand teacher’s opinions.Jacek Sikorski, Diagnoza postępów w zakresie opanowania podstawowych umiejętności szkolnych uczennicy z umiarkowanym stopniem niepełnosprawności intelektualnej [The assessment of progress in acquiring the basic school skills by the studentwith a moderate intellectual disability]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 323-338. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.18
The following article takes up the issue of assessing intellectual disability from the interdisciplinary, especially psycho-pedagogical, point of view. It pays special attention to the moderate intellectually disabled students and the difficulties which they have in acquiring such basic school skills as reading, writing and counting. However, the main aim of the research was to show all the changes (progress) in the above-mentioned basic school skills in reference to the observed student with a moderate intellectual disability, which have occurred during the 10 months’ time as a result of applying both educational and therapeutic actions and an attempt to indicate the school’s education opportunities based on the results of the researchand teacher’s opinions
Wyznaczniki kształtujące sytuację ucznia z niepełnosprawnością w klasie ogólnodostępnej i integracyjnej – analiza dostępnych badań
Get PDFIntegrative/inclusive education has become a reality, but its effects on students with disabilities are not always obvious. The paper, which is based on the analysis of available research, shows multidimensional determinants of the success of school integration/inclusion of students with disabilities. The authors focused on the main aspects: school achievement and peer relationships which shape the situation of these students.Integrative/inclusive education has become a reality, but its effects on students with disabilities are not always obvious. The paper, which is based on the analysis of available research, shows multidimensional determinants of the success of school integration/inclusion of students with disabilities. The authors focused on the main aspects: school achievement and peer relationships which shape the situation of these students
„Projektowanie włączające” – proces projektowania nowoczesnych technologii z aktywnym udziałem adresatów rozwiązań
Get PDFProjekt finansowany ze środków Narodowego Centrum Badań i Rozwoju w ramach programu „Innowacje społeczne”. Doniesienie z etapu badań „System elektronicznego wspomagania samodzielności życiowej osób z niepełnosprawnością intelektualną”
Egzystencjalne doznania matek samotnie wychowujących dzieci z niepełnosprawnością intelektualną w stopniu głębokim i ich wybrane psycho-socjo-pedagogiczne uwarunkowania
Get PDFSelf-relations of mothers raising adult children with severe intellectual disability constitute a documentation of motherhood diverging from an established role model of a mother and a woman. The narratives show that this group of women struggle with many difficult experiences and emotions related to their own existence. The aim of this paper is to analyse existential experiences of interviewed mothers in terms of reflections on the meaning of life and future, as well as questions such as ‘Why me?’, often asked by the interlocutors. I will make an attempt to identify determinants of these experiences.The autopsy of mothers raising adult children with profound intellectual disability is a documentation of maternity that varies from the commonly accepted role model of the mother and the role of the woman. Narrative conversations show that this group of women is struggling with many difficult experiences and emotions related to their own existence. The purpose of this article is the analysis of the existential experiences of the examined mothers in the level of reflection and the questions “why me?”, the meaning of life and the future. An attempt will also be made to find determinants conditioning them