Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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Application of the Three Aspects of Form model in pedagogical diagnosis
Full text linkBarbara Trochimiak, Application of the Three Aspects of Form model in pedagogical diagnosis. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019.Pp. 189-210. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.24.11
The article presents a model of conducting activities in pedagogical diagnostics in accordance with the assumptions of the author’s method, called Three Aspects of Form (TAF). The concept expands the paradigm of diagnostic activities with therapeutic elements. Universal analytical categories for use in the study of processes with active human involvement are described. The most important element of the TAF model is discussed – a set of four tasks for the pedagogue-diagnostician, under which a simplified version of the first stage of didactic therapy is implemented. The idea of categorical trio-action as a foundation of the Three Aspects of Form of method, its relation to the creation of cultural and mental development are also presented. The scales of phenomenological, missionary and cultural activity as well as the principles of their modification are presented as well.Barbara Trochimiak, Application of the Three Aspects of Form model in pedagogical diagnosis. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019.Pp. 189-210. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.24.11
The article presents a model of conducting activities in pedagogical diagnostics in accordance with the assumptions of the author’s method, called Three Aspects of Form (TAF). The concept expands the paradigm of diagnostic activities with therapeutic elements. Universal analytical categories for use in the study of processes with active human involvement are described. The most important element of the TAF model is discussed – a set of four tasks for the pedagogue-diagnostician, under which a simplified version of the first stage of didactic therapy is implemented. The idea of categorical trio-action as a foundation of the Three Aspects of Form of method, its relation to the creation of cultural and mental development are also presented. The scales of phenomenological, missionary and cultural activity as well as the principles of their modification are presented as well
Doing and undoing gender by women with intellectual disabilities
Full text linkEdyta Zierkiewicz, Beata Cytowska, Doing and undoing gender by women with intellectual disabilities. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 271–293. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.13
The aim of this article is to present socio-cultural processes of doing gender categories in women with intellectual disabilities and to identify barriers and limitations which they face on the way of „becoming women”. The study and its analysis are based on the critical approach. The method of data collection was a participant observation conducted during three proprietary workshops on femininity organized for 17 women with moderate to severe intellectual disabilities (5–6 people in a group), attending an occupational therapy workshop. The aim of our workshops was the empowerment of one’s own femininity and strengthening of processes of doing gender by the participants. The analysis of collected material revealed that the process of shaping gender identities of women with intellectual disability is a subject of social control of the local community. Participants of the workshops are well aware that they are adult women and they strive for the realization of cultural patterns of femininity. In their case, however, these patterns are socially regulated and the women themselves internalize certain limitations imposed by the society during the socialization process. They instinctively “know” what they are allowed to do, and what they cannot gain as women with intellectual disabilities.Edyta Zierkiewicz, Beata Cytowska, Doing and undoing gender by women with intellectual disabilities. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 271–293. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.13
The aim of this article is to present socio-cultural processes of doing gender categories in women with intellectual disabilities and to identify barriers and limitations which they face on the way of „becoming women”. The study and its analysis are based on the critical approach. The method of data collection was a participant observation conducted during three proprietary workshops on femininity organized for 17 women with moderate to severe intellectual disabilities (5–6 people in a group), attending an occupational therapy workshop. The aim of our workshops was the empowerment of one’s own femininity and strengthening of processes of doing gender by the participants. The analysis of collected material revealed that the process of shaping gender identities of women with intellectual disability is a subject of social control of the local community. Participants of the workshops are well aware that they are adult women and they strive for the realization of cultural patterns of femininity. In their case, however, these patterns are socially regulated and the women themselves internalize certain limitations imposed by the society during the socialization process. They instinctively “know” what they are allowed to do, and what they cannot gain as women with intellectual disabilities
Satisfaction with the support received by parents of children with disabilities and the diversity of parental behaviour towards the child
Full text linkKamil Kuracki, Satisfaction with the support received by parents of children with disabilities and the diversity of parental behaviour towards the child. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 191–215. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.09
Raising, caring and rehabilitation of children with disabilities and developmental disorders is a serious challenge for their parents, because everyday situations associated with fulfilling parental duties generate a lot of various stress factors. Hence, receiving various kinds of social support seems to be an important factor affecting the well-being of parents. Thanks to this form of aid, it is possible to deal with a difficult situation and to reduce the disorder in family life. Moreover, the received support can significantly affect the parent-child relationship. This is particularly important in the context of reducing unfavourable behaviour and to intensify constructive parenting behaviour. The main aim of the study was to recognise the type of aid provided to parents of disabled children and to determine the relationship between the support received by parents and the development of the parent-child relationship. The research group consisted of 66 parents of preschool children with disabilities and 40 parents of children without disabilities. The tools used in the research were: the Parent Behavior Inventory by M.C. Lovejoy, R. Weis, E. O’Hare & E.C. Rubin, the Parent Cognition Scale by J.D. Snarr, A.M.S. Slep & V.P. Grande and the Parents’ Questionnaire by Agnieszka Dłużniewska. The study was conducted according to the correlation model.Kamil Kuracki, Satisfaction with the support received by parents of children with disabilities and the diversity of parental behaviour towards the child. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 191–215. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.09
Raising, caring and rehabilitation of children with disabilities and developmental disorders is a serious challenge for their parents, because everyday situations associated with fulfilling parental duties generate a lot of various stress factors. Hence, receiving various kinds of social support seems to be an important factor affecting the well-being of parents. Thanks to this form of aid, it is possible to deal with a difficult situation and to reduce the disorder in family life. Moreover, the received support can significantly affect the parent-child relationship. This is particularly important in the context of reducing unfavourable behaviour and to intensify constructive parenting behaviour. The main aim of the study was to recognise the type of aid provided to parents of disabled children and to determine the relationship between the support received by parents and the development of the parent-child relationship. The research group consisted of 66 parents of preschool children with disabilities and 40 parents of children without disabilities. The tools used in the research were: the Parent Behavior Inventory by M.C. Lovejoy, R. Weis, E. O’Hare & E.C. Rubin, the Parent Cognition Scale by J.D. Snarr, A.M.S. Slep & V.P. Grande and the Parents’ Questionnaire by Agnieszka Dłużniewska. The study was conducted according to the correlation mode
The dynamics of the language development of twins with perinatal difficulties from a neurologopedic perspective
Full text linkManicki Krystian, The dynamics of the language development of twins with perinatal difficulties from a neurologopedic perspective. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 273–298. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.13
The present article attempts to evaluate the language development of 6-year-old twins with neurological damage developed during the perinatal period. First, the author discusses theoretical issues related to the most frequently occurring cerebrovascular diseases in children and their consequences leading to speech development disorders. Then, a neurologopedic diagnosis procedure with the use of selected research tools is described.Manicki Krystian, The dynamics of the language development of twins with perinatal difficulties from a neurologopedic perspective. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 273–298. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.13
The present article attempts to evaluate the language development of 6-year-old twins with neurological damage developed during the perinatal period. First, the author discusses theoretical issues related to the most frequently occurring cerebrovascular diseases in children and their consequences leading to speech development disorders. Then, a neurologopedic diagnosis procedure with the use of selected research tools is described
Towards a radical life. The social and aesthetic themes in Helen Keller’s activity in defence of humanity
Full text linkEdyta Nieduziak, Towards a radical life. The social and aesthetic themes in Helen Keller’s activity in defence of humanity. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 229-254. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.10
The article is an attempt to describe three biographical motifs of H. Keller, referring to aesthetic experiences (R. Ingarden) caused by various experiences: tactile in contact with sculpture, haptic in contact with music, and literary. The starting point to consider, however, is the category of humanity in the sense of M.S. Archer. The reflexivity characteristic of humanity, combined with the aesthetic experience, makes the themes describe the non-aesthetic experiences of H. Keller. In the analysis, the author used H. Keller’s correspondence, her works, biographical sources, photographs and video recordings.Edyta Nieduziak, Towards a radical life. The social and aesthetic themes in Helen Keller’s activity in defence of humanity. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 229-254. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.10
The article is an attempt to describe three biographical motifs of H. Keller, referring to aesthetic experiences (R. Ingarden) caused by various experiences: tactile in contact with sculpture, haptic in contact with music, and literary. The starting point to consider, however, is the category of humanity in the sense of M.S. Archer. The reflexivity characteristic of humanity, combined with the aesthetic experience, makes the themes describe the non-aesthetic experiences of H. Keller. In the analysis, the author used H. Keller’s correspondence, her works, biographical sources, photographs and video recordings
The economics of disability and the discourse of eliminating inequalities and providing equal opportunities
Full text linkMarcin Wlazło, The economics of disability and the dis-course of eliminating inequalities and providing equal opportunities. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 33-53. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.02
Disability results in certain economic consequences, which are analysed mainly because of the generation of cost. The economic situation of people with disabilities and their families is usually associated with negative effects of neoliberalism, or causing and strengthening social inequality and excluding people unattractive on the market. In this context, the relationship between technological progress, economic growth and diagnostic and therapeutic services are also analysed. The article presents various aspects of the economic discourse focused on disability. The analysis is based on examples that consolidate the traditional image of disability as a factor affecting low economic status, through a description of the market of services and goods for people with disabilities, to examples of economic success achieved by people with disabilities.Marcin Wlazło, The economics of disability and the dis-course of eliminating inequalities and providing equal opportunities. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 33-53. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.02
Disability results in certain economic consequences, which are analysed mainly because of the generation of cost. The economic situation of people with disabilities and their families is usually associated with negative effects of neoliberalism, or causing and strengthening social inequality and excluding people unattractive on the market. In this context, the relationship between technological progress, economic growth and diagnostic and therapeutic services are also analysed. The article presents various aspects of the economic discourse focused on disability. The analysis is based on examples that consolidate the traditional image of disability as a factor affecting low economic status, through a description of the market of services and goods for people with disabilities, to examples of economic success achieved by people with disabilities
On the phenomenon of scientific work of Zbyszko Melosik
Full text linkBogusław Śliwerski, On the phenomenon of scientific work of Zbyszko Melosik. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 405–439. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.19
The subject of analyses are issues of research undertaken in scientific publications by Zbyszko Melosik from the Adam Mickiewicz University in Poznań, the content of which is of key significance to reforms in paedagogical sciences after the year 1989 in Poland, as well as to the understanding of international and domestic value of the cooperation of this scientist with academic circles. It is also an example of the establishment and evolution of the Poznań research school in culture, comparative and general paedagogy. They indicate a clear union between the conditions of socioculturaland education studies in light of the assumptions of post-modernism and critical paedagogy and the richness of sources by this author, connecting Polish paedagogical thought with the world discourse on socialisation and broadly understood education.Bogusław Śliwerski, On the phenomenon of scientific work of Zbyszko Melosik. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 405–439. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.19
The subject of analyses are issues of research undertaken in scientific publications by Zbyszko Melosik from the Adam Mickiewicz University in Poznań, the content of which is of key significance to reforms in paedagogical sciences after the year 1989 in Poland, as well as to the understanding of international and domestic value of the cooperation of this scientist with academic circles. It is also an example of the establishment and evolution of the Poznań research school in culture, comparative and general paedagogy. They indicate a clear union between the conditions of socioculturaland education studies in light of the assumptions of post-modernism and critical paedagogy and the richness of sources by this author, connecting Polish paedagogical thought with the world discourse on socialisation and broadly understood education
My adult son, my adult daughter – reflections of mothers of children with profound intellectual disabilities
Full text linkDiana Aksamit, Barbara Marcinkowska, My adult son, my adult daughter – reflec-tions of mothers of children with profound intellectual disabilities. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 255–269. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.12
Everyone has the right to participate in society, regardless of his or her current personal situation, level of psychosocial functioning or experience. No reason can justify marginalisation or exclusion of people from social life at any stage of their lives. The aim of the article is an attempt to characterise the adulthood of people with profound intellectual disabilities on the basis of subjective assessment of their mothers. The methodology applied was that of a qualitative research, where the main research technique was narrative interviews. The results of the research demonstrate that adulthood is the stage of life when people with profound intellectual disabilities and their caregivers require special support in mental, spiritual, social, societal and educational dimensions.Diana Aksamit, Barbara Marcinkowska, My adult son, my adult daughter – reflec-tions of mothers of children with profound intellectual disabilities. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 255–269. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.12
Everyone has the right to participate in society, regardless of his or her current personal situation, level of psychosocial functioning or experience. No reason can justify marginalisation or exclusion of people from social life at any stage of their lives. The aim of the article is an attempt to characterise the adulthood of people with profound intellectual disabilities on the basis of subjective assessment of their mothers. The methodology applied was that of a qualitative research, where the main research technique was narrative interviews. The results of the research demonstrate that adulthood is the stage of life when people with profound intellectual disabilities and their caregivers require special support in mental, spiritual, social, societal and educational dimensions
Inclusive Special School Teachers’ Self-Assessment of their Diagnostic and Therapeutic Knowledge and Skills
Full text linkAnna Borzęcka, Inclusive Special School Teachers’ Self-Assessment of their Diagnostic and Therapeutic Knowledge and Skills. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 181–195. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.09Diagnostic and therapeutic competences are necessary for the effectiveness of didactic and educational interventions undertaken by a professional specialist school teacher. In order for the teacher to be able to cope with the tasks assigned by special pedagogy, he must have theoretical and practical preparation in the field of diagnosis and therapy. The future of a special school pupil will depend on his knowledge and skills. The article presents research on declarative sources of teaching knowledge and skills in the field of diagnosis and therapy as well as their selfassessment, taking into account nominal variables (age and job seniority).Anna Borzęcka, Inclusive Special School Teachers’ Self-Assessment of their Diagnostic and Therapeutic Knowledge and Skills. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 181–195. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.09Diagnostic and therapeutic competences are necessary for the effectiveness of didactic and educational interventions undertaken by a professional specialist school teacher. In order for the teacher to be able to cope with the tasks assigned by special pedagogy, he must have theoretical and practical preparation in the field of diagnosis and therapy. The future of a special school pupil will depend on his knowledge and skills. The article presents research on declarative sources of teaching knowledge and skills in the field of diagnosis and therapy as well as their selfassessment, taking into account nominal variables (age and job seniority)