Temat: students with disabilities

Skocz do pozycji: 1.

Tytuł:: Education for students with disabilities – Polish and Hungarian solutions
Autorzy:: Czerwińska, Kornelia
Konieczna, Iwona
Prónay, Beáta
Tematy:: education
disability
students with disabilities
integration
inclusion; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/941313.pdf Link otwiera się w nowym oknie
Opis:: The article is a direct outcome of a discourse aimed at exchanging experiences and views in the area of education and rehabilitation for people with disabilities in Poland and Hungary, undertaken as part of scientific cooperation between universities which deal with the issues of special education among others. The authors attempt to perform and present a comparative analysis of current academic solutions for students with disabilities in both countries. Similarities and differences in the solutions discussed, especially problematic areas currently showing in the educational systems, constitute the basis for further discussion and research aimed at developing best practices that would ensure quality education for children and adolescents with disabilities.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 2.

Tytuł:: Inclusive Education in Ukraine: parents of Children with Disabilities Perspective
Autorzy:: Telna, Olha
Klopota, Yevhenii
Klopota, Olha
Okolovych, Olena
Tematy:: inclusive education
students with disabilities
parents
opinions; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/1964262.pdf Link otwiera się w nowym oknie
Opis:: Social and political transformations inevitably cause changes in people’s mindsets and result in conversion of a national educational system. Ukraine, as a post soviet country, is still trying to put away its totalitarian past and adopt the latest human rights policies that have been successfully functioning in the “developed” world for several decades. This study evaluates the quality of inclusive education in Ukraine, specifically focusing on services provided to families of students with disabilities whose views and opinions are often neglected by governmental officials responsible for creating inclusive environments.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 3.

Tytuł:: Attitudes of Teachers from Mainstream Schools to Education Including Children with Disabilities
Autorzy:: Sakowicz-Boboryko, Agnieszka
Tematy:: inclusive education
attitude
teachers
students with disabilities; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/1967952.pdf Link otwiera się w nowym oknie
Opis:: The article presents a study whose aim was to learn the attitudes of teachers of upper elementary grades from mainstream schools to education including students with disabilities. It was also an attempt to learn their opinions on the chances and limitations of implementing inclusive assumptions in educational practice as well as their needs and expected support in the performance of professional tasks related to teaching students with disabilities. The study involved 145 teachers of grades 4-8 of elementary schools. The following research tools were used: The Scale of Teachers’ Attitudes to Inclusive Education, developed on the basis of the Survey of Attitudes Toward the Inclusion of Students with Special Needs by M.A. Winzer (Polish adaptation by W. Pilecka & J. Kossewska), and a survey questionnaire for teachers. The obtained results show that many teachers approach skeptically the new solutions in education for students with disabilities. Their ambiguous or negative attitude to inclusive education corresponds to the sense of lack of proper preparation to teaching students with disabilities and a critical assessment of the state of readiness of mainstream schools (both in formal and social/mental terms) to the implementation of educational inclusion assumptions.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 4.

Tytuł:: Attitudes of students toward people with disabilities, moral identity and inclusive education : a two-level analysis
Autorzy:: Szumski, Grzegorz
Smogorzewska, Joanna
Grygiel, Paweł
Opis:: Background : attitudes toward people with disabilities are a frequent subject of studies. However, there are few complex studies with personal explanatory variables. Thus, in our study we have conducted an analysis at both the individual and classroom level, as well as we have examined between-levels interactions. Methods: 1525 students without disabilities participated in the cross-sectional study, in which we analyzed attitudes toward people with disabilities, and moral identity in traditional and in inclusive classroom settings. Results: the results show that individual and classroom moral identity, as well as learning in an inclusive classroom, predict a reduction of negative attitudes toward people with disabilities. Moreover, we have reported some interesting interactions between these two levels. Conclusions: the results obtained are important for educational practice.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

Artykuł

na półce

Skocz do pozycji: 5.

Tytuł:: Why is Self-Determination Important for Students with and without Disabilities in Vocational Education?
Autorzy:: Licardo, Marta
Schmidt, Majda
Tematy:: self-determination
vocational education
students with disabilities
academic achievement; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/2004841.pdf Link otwiera się w nowym oknie
Opis:: The purpose of the study was to determine differences in self-determination between high school students with and without disabilities and to determine the influence of three predictors of self-determination in vocational education: gender, group and grade point average. Research was done by comparing students with the method of pairs. The results show that students with disabilities have a lower level of self-determination than their peers; significant predictors of self-determination are group and grade point average. Results reveal important fields of intervention for self-determination development, especially for students with disabilities in vocational education. This is also the first study of student self-determination in Slovenian vocational education with specific cultural and education background.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 6.

Tytuł:: Inclusive education in a strengths-based era: changing attitudes and practices
Autorzy:: Wehmeyer, Michael L
Kurth, Jennifer A
Tematy:: education
inclusive education
students with disabilities
self-determined learners; Pokaż więcej
Wydawca:: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Powiązania:: https://bibliotekanauki.pl/articles/2079786.pdf Link otwiera się w nowym oknie
Opis:: In this article, we examine the past, present, and future of special and inclusive education, with a focus on highlighting the changing context of education, worldwide, and the need to adapt special and inclusive education practices to meet the challenges of the future and to prepare students with disabilities to become self-determined learners. We examine how changing disability paradigms require a response from education and what practices will support strengths-based approaches to inclusive education. We briefly review what we know about what works with regard to strategies to promote inclusive education and its impact on students with and without disabilities, and provide a framework for inclusive education in the 21st century.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 7.

Tytuł:: Educational policy towards children and young people with disabilities
Polityka edukacyjna wobec dzieci i młodzieży z niepełnosprawnościami
Autorzy:: Hymczak, Wiktoria
Opis:: Celem niniejszej pracy jest przedstawienie roli polityki edukacyjnej w procesie kształcenia dzieci i młodzieży z niepełnosprawnościami. Praca składa się z trzech rozdziałów, wstępu i podsumowania wraz z rekomendacjami. W ramach analizy licznej literatury przedstawiono funkcjonowanie polityki edukacyjnej oraz strukturę systemu oświaty w Polsce. Wszystkie cele polityki edukacyjnej, wpisują się w pojęcie integracji, która jest jedną z form kształcenia osób niepełnosprawnych. Szczególna uwaga zwrócona została na wpływ procesu integracji na przeciwdziałanie wykluczeniu społecznemu osób z niepełnosprawnościami. Przeprowadzone badania, miały na celu pokazanie opinii nauczycieli i pedagogów na temat roli oddziałów integracyjnych w procesie kształcenia i przeciwdziałania wykluczeniu społecznemu dzieci i młodzieży z niepełnosprawnościami.
The purpose of this thesis is to present the role of educational policy in the educational process of children and youth with disabilities. The paper consists of three chapters, an introduction, and a conclusion with recommendations. The analysis of numerous pieces of literature presents the functioning of educational policy and the structure of the educational system in Poland. All the objectives of the educational policy follow the concept of integration, which is one of the forms of education for people with disabilities. Particular attention has been paid to the impact of the integration process on counteracting the social exclusion of people with disabilities. The research was designed to show teachers' and pedagogues’ opinions about the role of integrated classes in the process of education and in counteracting the social exclusion of children and young people with disabilities.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

Inne

na półce

Skocz do pozycji: 8.

Tytuł:: An assessment of inclusive education in Sub Saharan Africa and a framework for evaluating an institution’s system
Autorzy:: Chitiyo, Argnue
Tematy:: education students with disabilities in Africa
special education
inclusive education
barriers to implementation of inclusive education in Africa
students with disabilities; Pokaż więcej
Wydawca:: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Powiązania:: https://bibliotekanauki.pl/articles/2079805.pdf Link otwiera się w nowym oknie
Opis:: Author of this article expresses belife that education is an essential tool for addressing most of the socio-economic challenges. Therefore, increasing access to education for children with disabilities can open up a whole lot of new and diverse opportunities for them. Base on datas the author certifyed, that most children with disabilities in African countries do not have access to good quality education. Consequently, they are less likely to get employed and are at increased odds of living in severe poverty. Traditionally, children with disabilities have been served in special education classes. However, not all schools in African countries have special education classes or facilities. According to the latest census data from across 11 African countries many children with disabilities are never enrolled into schools. This chapter summarizes the current state of affairs regarding the educational outcomes of children with disabilities, the challenges associated with adoption of inclusive education in African schools and proposes an inclusive education framework to facilitate its implantation and to guide schools in assessing their inclusive education efforts.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 9.

Tytuł:: Attitudes of Indian and Polish teachers towards inclusion of children and youth with disabilities in regular classrooms. A comparative analysis
Autorzy:: Ćwirynkało, Katarzyna
Parchomiuk, Monika
Gregory, Jess
Ravi, Sunitha
Tematy:: inclusion of students with disabilities
teachers
attitudes
India
Polska; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/22665862.pdf Link otwiera się w nowym oknie
Opis:: Education of children with disabilities across the globe has been gradually evolving from segregation towards inclusion. The systems in Poland and India have also been following this path, yet due to their own unique historical, cultural, and social contexts, these countries have adopted rather dissimilar approaches to the process of inclusion. What is presented in this report are the results of the study, which aimed to explore both the attitudes of Polish and Indian teachers towards inclusive education of students with special educational needs resulting from mild to moderate disabilities and the significance of selected factors for their differentiation. Polish teachers generally declared more positive attitudes than Indian teachers. Two variables in Indian teachers (the location of the school where the respondents worked and personal contacts with people with disabilities) and one variable in Polish teachers (seniority) turned out to be important in differentiating their attitudes towards inclusion. Implication for practice and further research are discussed.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 10.

Tytuł:: An assessment of special education professional development needs in Namibia
Ocena potrzeb dotyczących rozwoju zawodowego nauczycieli w zakresie kształcenia specjalnego w Namibii
Autorzy:: Chitiyo, Morgan
Hughes, Elizabeth M.
Haihambo, Cynthy K.
Taukeni, Simon G.
Montgomery, Kristen M.
Chitiyo, George
Tematy:: special education
professional development on teaching students with disabilities
children with disabilities in Namibia; Pokaż więcej
Wydawca:: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Powiązania:: https://bibliotekanauki.pl/articles/55589512.pdf Link otwiera się w nowym oknie
Opis:: Many children with disabilities in Namibia did not have access to special education. Since the country did not specifically prepare schoolteachers for special education, but for inclusive education, there was a gap in special education teacher-preparation. The purpose of this study was to evaluate aspects of the schoolteachers’ professional development needs related to teaching students with disabilities and other aspects of special education. The sample consisted of 125 schoolteachers who taught at different levels from preschool to secondary school. A semi-structured questionnaire, with open and close-ended questions, was used for the research. The Questionnaires were administered to schoolteachers across six regions of Namibia–Oshana, Ohangwena, Oshikoto, Otjozondjupa, Khomas and Kunene regions. Results suggested that a large majority of the schoolteachers indicated that it was important for them to have professional development on teaching students with disabilities and they rated several suggested topics as being important for their professional development.
Dostawca treści:: Biblioteka Nauki

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