Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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Students with special educational needs in distance learning during the COVID-19 pandemic – parents’ opinions
Full text linkThis article focuses on how children with special educational needs, psychological and pedagogical opinions and advice and guidance on how to work with them, and their parents are coping in a distance learning situation. Four research problems have been formulated, i.e., What changes do parents notice in the child’s motivation to learn during distance learning education? What limitations and difficulties arise with distance learning education? What are the attitudes of children during distance learning in the opinions of their parents? Do parents notice any progress in their children’s learning during distance learning education? For research on the key methods used and interview technique. The research was conducted on the basis of the opinions of parents, who during distance learning education were stronglyinvolved in the educational processes of their children, and often took on the role of a teacher. Self-study for children is limited by the challenge, cannot be met, and remote learning evokes great emotions in them. In the opinion of parents, distance learning education tools are not conducive to the focus of attention on the part of their children.This article focuses on how children with special educational needs, psychological and pedagogical opinions and advice and guidance on how to work with them, and their parents are coping in a distance learning situation. Four research problems have been formulated, i.e., What changes do parents notice in the child’s motivation to learn during distance learning education? What limitations and difficulties arise with distance learning education? What are the attitudes of children during distance learning in the opinions of their parents? Do parents notice any progress in their children’s learning during distance learning education? For research on the key methods used and interview technique. The research was conducted on the basis of the opinions of parents, who during distance learning education were stronglyinvolved in the educational processes of their children, and often took on the role of a teacher. Self-study for children is limited by the challenge, cannot be met, and remote learning evokes great emotions in them. In the opinion of parents, distance learning education tools are not conducive to the focus of attention on the part of their children
Communicative competence of a child with cerebral palsy and mild intellectual disability
Full text linkIn the article, the communicative competence of a 12 year old girl with cerebral palsy and mild intellectual disability was characterised. These developmental disorders exert a significant impact on child’s skills in the field of speech expression and perception. Moreover, they lead to speech disorders: oligophasia and dysarthria. The case study method was used to conduct the research. In the first part of this article the authors described two issues: cerebral palsy and intellectual disability. They indicated the causes, as well as the most common symptoms of these developmental disorders. In the next part the authors provided an extensive description of various diagnostic tests. They enabled the researchers to explore, among others, speech expression and perception, as well as phonematic hearing. The results of these different tests were thoroughly analysed. Consequently, it has been proved that the level of child’s linguistic and communication skills corresponds to the results achieved by children with similar deficits and disorders
Marzena Machoś: Short lingual frenulum in newborns and infants diagnosis and treatment GooGoo 2020 Publishing
Full text linkMarzena Machoś: Short lingual frenulum in newborns and infants diagnosis and treatment GooGoo 2020 Publishin
Relapses in the process of desistence from offending
Full text linkMany offenders follow the „ zigzag path”, interlacing many times criminal and noncriminal stages. The aim of this survey review is to show, on the example of the Self- Regulatory Model of Relapse Prevention analyses (SRM-r in modified version) the variety of ways and courses of action that an offender (mainly sexual) may follow in the process of desistance from offending.Many offenders follow the „ zigzag path”, interlacing many times criminal and noncriminal stages. The aim of this survey review is to show, on the example of the Self- Regulatory Model of Relapse Prevention analyses (SRM-r in modified version) the variety of ways and courses of action that an offender (mainly sexual) may follow in the process of desistance from offending
Everyday life of pedagogy students suffering from depression in the academic space
Full text linkContemporary civilization and cultural changes mean that students experience many psychological, social and physical challenges that may contribute to mental difficulties and disorders. The article presents the results of qualitative research on the opinions of female pedagogy students suffering from depression on the social determinants of their illness, their difficulties studying and the availability of support. Studies have shown that students suffering from depression have a strong need to obtain specialist psychological support at the university.Contemporary civilization and cultural changes mean that students experience many psychological, social and physical challenges that may contribute to mental difficulties and disorders. The article presents the results of qualitative research on the opinions of female pedagogy students suffering from depression on the social determinants of their illness, their difficulties studying and the availability of support. Studies have shown that students suffering from depression have a strong need to obtain specialist psychological support at the university
“Life Goes On” – everyday life of children with Down syndrome and their families – selected aspects.
Full text linkThe birth of a child is a major event in family life, which makes parents take on an important role in their lives, characterised by new tasks, chief among which are the care and upbringing of their offspring. Unfortunately, in many families, some factors emerge that may affect their functioning, disrupt the course of family life, and leave a permanent mark on the family’s history. Such a situation can be difficult for many –and many parents find the process of accepting a child with a disability (Down syndrome) and themselves as parents of a child with Down syndrome a long and arduous journey, since taking care of a child, upbringing and supporting their development is an issue in itself, but also a challenge for parents. In many cases, both the child and their parents need support in their daily life, ensuring their high quality of life. The objective of this study is to outline the functioning of families of children with Down syndrome. Due to the complex nature of the issue at hand, only selected aspects of the functioning of families were diagnosed, showcasing the changes in the family life and its functioning as a result of the birth of children with Down syndrome. The study was based on qualitative methodologies, by analysing individual cases using interview technique and interview dispositions. The research group comprised 10 families of children with intellectual disabilities, and the interviewed group was made up of 10 mothers and 3 fathers in Zielona Góra.The birth of a child is a major event in family life, which makes parents take on an important role in their lives, characterised by new tasks, chief among which are the care and upbringing of their offspring. Unfortunately, in many families, some factors emerge that may affect their functioning, disrupt the course of family life, and leave a permanent mark on the family’s history. Such a situation can be difficult for many –and many parents find the process of accepting a child with a disability (Down syndrome) and themselves as parents of a child with Down syndrome a long and arduous journey, since taking care of a child, upbringing and supporting their development is an issue in itself, but also a challenge for parents. In many cases, both the child and their parents need support in their daily life, ensuring their high quality of life. The objective of this study is to outline the functioning of families of children with Down syndrome. Due to the complex nature of the issue at hand, only selected aspects of the functioning of families were diagnosed, showcasing the changes in the family life and its functioning as a result of the birth of children with Down syndrome. The study was based on qualitative methodologies, by analysing individual cases using interview technique and interview dispositions. The research group comprised 10 families of children with intellectual disabilities, and the interviewed group was made up of 10 mothers and 3 fathers in Zielona Góra
The 9th International Conference as part of a series of Na Tak conventions held in Poznan entitled: “Care, Therapy, Education – Subjectivity of People with Multiple Disabilities” Poznan, 29th November 2019
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The resources of adults taking care of their elderly parents at home – a research report
Full text linkConsidering the increased demographic aging and system changes in the welfare system in Poland, home care became one of the most important forms of taking care of disabled or elderly persons. Although the country is rooted in the idea of a nanny state, based on large institutions and providing minimum income, for a long time now family has been considered as the basic provider of informal care to the elderly. The aim of the present study is to give some insight into the resources of adult children providing care to their elderly, disabled parents. In order to acquire a comprehensive perception of the phenomenon, the authors chose an interpretavist paradigm and applied a phenomenographic method. 21 participants, aged 41–65, who were caregivers of their parents, took part in semi-structured interviews. Two main research problems were formulated: (1) How do the participants perceive their resources as caregivers of their elderly, disabled parents? (2) What kind of support related to the care of their parents do they consider essential? Results: The participants distinguish two main kinds of resources: internal (e.g. values, passions, feelings for parents, economic situation) and external (e.g. parents, family, friends, professionals, medical equipment and centers they have access to). The narratives of the participants also indicate a number of needs they experience. Implications for practice are discussed.Considering the increased demographic aging and system changes in the welfare system in Poland, home care became one of the most important forms of taking care of disabled or elderly persons. Although the country is rooted in the idea of a nanny state, based on large institutions and providing minimum income, for a long time now family has been considered as the basic provider of informal care to the elderly. The aim of the present study is to give some insight into the resources of adult children providing care to their elderly, disabled parents. In order to acquire a comprehensive perception of the phenomenon, the authors chose an interpretavist paradigm and applied a phenomenographic method. 21 participants, aged 41–65, who were caregivers of their parents, took part in semi-structured interviews. Two main research problems were formulated: (1) How do the participants perceive their resources as caregivers of their elderly, disabled parents? (2) What kind of support related to the care of their parents do they consider essential? Results: The participants distinguish two main kinds of resources: internal (e.g. values, passions, feelings for parents, economic situation) and external (e.g. parents, family, friends, professionals, medical equipment and centers they have access to). The narratives of the participants also indicate a number of needs they experience. Implications for practice are discussed
Inclusive schools: Are teachers adequately prepared for inclusion?
Full text linkThis article will discuss one of the main topics on the educational and social agendas in Israel. Integrating children and adults with special needs into schools and the community is a worldwide issue. Many researchers have tried to find and evaluate the most effective integration methods, to assist people with special needs and enable them high quality of life and equality. In this article, we will look at the process of integrating students with special needs and the transition that took place during the last few decades regarding the idea of “inclusion”, which is now a top priority for the Ministry of Education’s directors. Based on recent studies, we will examine whether school teaching staff and student teachers are ready to implement inclusive programs in schools as required. We will then propose ways to optimize the training of the educational staff, towards the implementation of the inclusive programs.This article will discuss one of the main topics on the educational and social agendas in Israel. Integrating children and adults with special needs into schools and the community is a worldwide issue. Many researchers have tried to find and evaluate the most effective integration methods, to assist people with special needs and enable them high quality of life and equality. In this article, we will look at the process of integrating students with special needs and the transition that took place during the last few decades regarding the idea of “inclusion”, which is now a top priority for the Ministry of Education’s directors. Based on recent studies, we will examine whether school teaching staff and student teachers are ready to implement inclusive programs in schools as required. We will then propose ways to optimize the training of the educational staff, towards the implementation of the inclusive programs
Selective mutism and shyness. Differential diagnosis and strategies supporting child development
Full text linkThe article deals with the problem of differential diagnosis of extreme reticence or selective speech in a child, categorised as selective mutism and shyness. Selective mutism is an increasingly recognized disorder among preschool and school children. It manifests itself functionally in the sphere of speech and communication, but in relation to the anxiety factor. As an anxiety disorder, it is categorised in the latest medical classifications ICD-11 and DSM-5, and therefore, primarily psychological or psychiatric therapeutic intervention could be expected. The specificity of the pathomechanism of selective mutism, however, requires interdisciplinary activities, with a room for a speech therapist, a special pedagogue (e.g. at a public school as a supporting teacher), any other pedagogue working with the child (educator, teacher of integrated classes, subject teacher), other specialists (therapist pedagogue, physiotherapist), as well as the parents. The speech therapist may play a special role in the diagnosis of mutism in the conditions of inclusive education, as he will probably be the first specialist who will receive a child who is not speaking or very taciturn at a public school. In the article, the diagnosis of selective mutism is associated with the differential diagnosis of shyness, which may not be treated as a disorder, but only a certain personality trait, but with incompetent pedagogical support in everyday educational practice it can lead to more serious difficulties, including logophobia and mutism. The diagnosis of mutism requires specialised therapeutic measures, but with the awareness of the differences in the situations of a shy child and a child with mutism, it is worth learning some supportive strategies that are useful in both cases.The article deals with the problem of differential diagnosis of extreme reticence or selective speech in a child, categorised as selective mutism and shyness. Selective mutism is an increasingly recognized disorder among preschool and school children. It manifests itself functionally in the sphere of speech and communication, but in relation to the anxiety factor. As an anxiety disorder, it is categorised in the latest medical classifications ICD-11 and DSM-5, and therefore, primarily psychological or psychiatric therapeutic intervention could be expected. The specificity of the pathomechanism of selective mutism, however, requires interdisciplinary activities, with a room for a speech therapist, a special pedagogue (e.g. at a public school as a supporting teacher), any other pedagogue working with the child (educator, teacher of integrated classes, subject teacher), other specialists (therapist pedagogue, physiotherapist), as well as the parents. The speech therapist may play a special role in the diagnosis of mutism in the conditions of inclusive education, as he will probably be the first specialist who will receive a child who is not speaking or very taciturn at a public school. In the article, the diagnosis of selective mutism is associated with the differential diagnosis of shyness, which may not be treated as a disorder, but only a certain personality trait, but with incompetent pedagogical support in everyday educational practice it can lead to more serious difficulties, including logophobia and mutism. The diagnosis of mutism requires specialised therapeutic measures, but with the awareness of the differences in the situations of a shy child and a child with mutism, it is worth learning some supportive strategies that are useful in both cases