Systemy edukacji osób umiarkowanie i znacznie oraz głęboko niepełnosprawnych intelektualnie (na przykładzie rozwiązań w Anglii, Republice Czeskiej i Polsce)

Author(s): Magdalena Bełza / Language(s): Polish

The present book represent a part of publications dealing with comparative pedagogy. It familiarises the reader with the research of the education systems of students with moderate, considerable and profound intellectual disability which are implemented in England, the Czech Republic in comparison with the native context. This enables us to classify the publication within the field of special needs comparative studies. Nowadays the instruction provided to this group of students experiences a period of dynamic changes which are described by the author with reference to the historical, social, cultural, economic and religious contexts. The path which enabled the development of solutions which today are functional in the countries under research – both convergent and divergent ones – is presented. The analysis of the systems itself in the perspective of theory and legislation was enhanced by research conducted among the staff working in institutions whose purpose is to provide instruction to intellectually disabled students (teachers, therapists, directors), which facilitates to a certain extent a verification of the theoretical image with the image of this type of education perceived by the people who are involved in it in practice. All of these themes are discussed in twelve chapters which correspond with the structure of comparative research – the chapters contain a description, interpretation and juxtaposition, and they treat questions such as: the essence of intellectual disability, the structure of the system of education, the forms and the types of institutions, support, theoretical bases, the legal functioning of the systems of education, the historical, economic, social, cultural and religious conditions. An element which is particularly interesting and which may attract the attention of the reader is the quasi-model of the education of moderately, considerably and profoundly intellectually disabled students that is suggested by the reader in the final chapter. Due to the fact that the publication combines strictly scholarly considerations with practical solutions which function in the countries under research, its recipients may include both scholars, pedagogues, sociologists, students and practicians who work in the field of special needs education.

Temeljna polazišta inkluzivnog obrazovanja

Author(s): Amel Alić,Haris Cerić / Language(s): Bosnian

This is one of the first books on inclusive education in Bosnia and Herzegovina and the region. The book, as the title itself suggests, deals with a specific aspect of inclusive education. This is a consideration of the theoretical foundation of inclusive education. The authors have tried to prove that inclusive education is not just a humanistic-utopian idea of a short term, but it is possible to find some scientific and theoretical starting points for it, which ultimately opens the possibility of constituting the theory of inclusive education within the general science of education. Thus, this study represents an attempt to contribute to the scientific-theoretical validation of the idea of inclusive education, taking as its starting point some elements, primarily socio-cultural theories of L.S.Vigotsky, as well as some ethical reflections.

Educaţia incluzivă: dimensiuni, provocări, soluţii

Author(s): Valentina Priţcan,Tatiana Șova / Language(s): English,Romanian,Russian,German

"Educaţia incluzivă: dimensiuni, provocări, soluţii", conferinţă ştiinţifico practicăinternaţională (6; 2021; Bălţi). Educaţia incluzivă: dimensiuni, provocări, soluţii:Materialele Conferinţei ştiinţifico-practice internaţionale, Ediţia a 6-a, 3 decembrie 2021 /comitetul științific: Valentina Prițcan (coordonator) [et al.]; comitetul de organizare: TatianaŞova (coordonator) [et al.]. – Bălţi : S. n., 2021 (Tipografia din Bălţi SRL). – 460 p. : fig.,tab.Antetit.: Univ. de Stat "Alecu Russo" din Bălţi, Fac. de Ştiinţe ale Educaţiei, Psihologieşi Arte, Catedra de Ştiinţe ale Educaţiei, Serviciul de Asistență Psihopedagogică din Bălți.

Poruchy matematických schopností žáků s dyskalkulií a jejich vliv na řešení učebních úloh ve fyzice a v matematice: Shrnutí výsledků výzkumného šetření

Author(s): Lenka Pavlíčková / Language(s): Czech

The monograph focuses on the mathematical disabilities of pupils with dyscalculia and their impact on the solving of learning tasks in physics was. Issues connected with dyscalculia are nowadays more and more frequently discussed. Difficulties arising from this disability influence not only the teaching of mathematics, but also the teaching of other subjects, mainly the sciences, where mathematics is used, which has impact especially on the success of the pupils in physics or chemistry. For these reasons, our publication focuses on solving learning tasks in mathematics and physics by pupils with dyscalculia. The research combines two research methodologies: case studies and didactic tests in mathematics and physics. Using the case studies, we examined pupils with mathematical disabilities who took the didactic test in physics or in mathematics. The research confirmed that pupils with dyscalculia have some perception, cognitive, and motor skills deficiency, while each pupil with dyscalculia who took part in the research had deficiency of a different kinds of skills, in different intensity, and in different combination. Most often, pupils with dyscalculia had disabilities in the partial area of cognitive skills related to pre-number and number notions. Through the didactic tests in physics and mathematics, we judged the level of ability to solve a learning task in physics and in mathematics for pupils with dyscalculia as well as for pupils without dyscalculia. Pupils without specific learning disability achieved the best results, while pupils with dyscalculia achieved the worst results. It is obvious from the results that not only pupils with dyscalculia, but also pupils with specific learning disabilities encounter significant problems in physics and in mathematics. Our research results show the need to change approaches to pupils with dyscalculia and with specific learning difficulties in the teaching of mathematics and physics and the need for changes in diagnostic and re-education care.

Education, Support and Rehabilitation for People with Visual Impairments

Author(s): Nora Jágerová,Petra Röderová,Martin Vrubel / Language(s): English

The publication focuses on the description of education and training for future careers, including retraining throughout life for individuals with visual impairments from birth to old age. Rehabilitation approaches for people with congenital and acquired visual impairment are also described, including the system assisting in their integration into society. The publication also includes a research section dealing with the role of an important factor in supporting successful education. The study provides an analysis of the assessment by five Czech mothers of children with visual and multiple disabilities. The results show in particular the importance of the factor of the child acceptance by the parents, coping with the disability and loss of life optimism.

Vyjmenovaná slova s Radkou a Kájou a pejskem Ottou

Author(s): Andrea Nováková / Language(s): Czech

Illustrated textbook of listed words with regard to the needs of children with hearing impairment. The textbook was created as part of the student’s final thesis in cooperation with the Department of Special Education at Masaryk University.

SEKSUALNI ODGOJ DJECE S TEŠKOĆAMA U RAZVOJU – TABU TEMA 21. VIJEKA

Author(s): Admira Dedić,Razija Zahirović / Language(s): Bosnian Publication Year: 0

We don't speak a lot about the sexual education of children with disabilities, although there are numerous studies suggesting the importance of a proper approach and raising awareness of the needs of this population. In a research conducted at the level of the Federation of BiH, it has been noticed that sexual education is a taboo both for parents and for teachers involved in that survey. The survey covers 49 parents of children with disabilities from the three associations in the territory of the Federation of Bosnia and Herzegovina (Mostar, Bugojno, Žepče), 22 parent and 20 teachers/special education teachers/educators/ rehabilitators from the Centre "Vladimir Nazor" in Sarajevo. The results of the research show 568that teachers/educators/special educators-rehabilitators and parents believe that the children with disabilities pass through the same development stages as the children without developmental difficulties do and that they have sexual urges needed to be satisfied.According to this study, both parents and teachers face the problems in sexual behavior with the children having developmental difficulties, most often in the period of puberty, but such conduct is not excluded even with children of the younger ages. Although there is a need for communication and conversations on this topic from an early age, parents usually avoid these kinds of conversations to the period when the child starts to manifest sexual urges. The reason for this is the fact that sexual education is a subject which is very little talk about, both in the family and in educational institutions.

Možnosti intervence a podpory u sourozenců dětí s postižením – skupinové terapeuticko-edukační programy

Author(s): David Havelka / Language(s): Czech Publication Year: 0

One of the big contemporary issues and challenges of social system transformation from institutional to community care is finding the way of supporting and working with primary social environment of child with the disability. A number of studies highlights that one of the long-term neglected groups are siblings of children with a disability (Naylor & Prescott, 2004). This is a significant drawback of the current social care system, because these children express the desire to obtain information and understand the brother´s/sister´s disability (Dyson, 1998), and they often care for the sibling on a daily basis. Moreover the presence of the disease in family system can have a number of negative impacts such as difficulties in adaptation, problem behaviour and decrease in overall quality of life (Sharpe, 2002). One of the intervention possibilities focusing on siblings of children with disabilities are group therapeutic-educational programs successfully proved abroad, however, these are almost non-existent in Czech Republic (e.g. Lobato & Kao, 2005). The aim of this contribution is to present forms of organization, content and outputs of such programs, as published in scholarly journals and applied in foreign practice (especially in Great Britain).

Na cestě k inkluzivní škole: Interakce a norma

Author(s): Radim Šíp,Denisa Denglerová,Miroslav Bielik,Lenka Ďulíková,Lenka Gulová,Jan Kalenda,Markéta Košatková,Martina Kurowski,František Trapl / Language(s): Czech

Inclusion is not deepening integration. It is a comprehensive response to the transformation of the contemporary world, which takes seriously the fact that diversity is its defining essence. The monograph presents the results of three years of research, from which it follows that well-implemented inclusion positively transforms the atmosphere, teaching methods, and academic outcomes of mainstream schools. Thanks to its principles of inclusion, it frees the educational system from the ideology of the middle class, which, contrary to its own rhetoric, is based on a hierarchical system and favors sameness over the difference. Valuing diversity opens up space for the essential value of a democratic society – the development of the educational potential of each of its members according to their possibilities, needs, and interests while building strong social cohesion and resilience.

Notion of Academic Freedom – Recent Study in Georgian Higher Educational Space

Author(s): Ekaterine Bakaradze / Language(s): English Publication Year: 0

Academic freedom is a fundamental principle of higher education, essential for the advancement of knowledge and the preparation of students for the challenges of the 21st century. It is important to protect academic freedom and to ensure that academic and administrative personnel, as well as students, are able to exercise their freedom without fear of reprisal. Academic freedom is guaranteed by the Constitution of Georgia, the Law of Georgia on Higher Education, accreditation and authorization standards. However, university community and organizations have different understandings of academic freedom. This can make it difficult to assess whether or not academic freedom is being protected or limited in a particular case. Accordingly, the research aims to clarify the meaning of academic freedom based on the Law of Georgia on Higher Education and identifies some of the challenges that need to be addressed to ensure that academic freedom is protected or limited in practice. The paper argues that academic freedom should be understood as the right of academic and administrative personnel, as well as students, to teach, research, and publish without fear of censorship or reprisal. The author suggests that more needs to be done to educate academic community and administrators about the meaning of academic freedom and how it can be protected. The paper concludes that academic freedom is a guarantor of innovation in educational institutions, which ensures that ideas dictated by freedom of thought are implemented by universities, academic, scientific personnel, and students and creates new knowledge.

Inclusion: Transition from School to Higher Education

Author(s): Gagandeep Bajaj / Language(s): English Publication Year: 0

The paper highlights the educational journey of visually challenged learners as they navigate the path from school to higher education. The policies and provisions of the Indian education system designed to enable the inclusion of learners with special needs constitute the theoretical foundation of the study. In this context, the Rights of Persons with Disabilities Act, 2016 is especially relevant since it presents a revised version of the 1995 Act and incorporates contemporary concerns from the field of disability research and practice. The methodology includes an exploration of the experiences of visually challenged learners with the help of personal narratives and group discussions. The findings bring forth the challenges that learners face in their pursuit of career advancement. The critical role of enabling provisions in facilitating their educational progress and helping them realize their aspirations is another important aspect which emerges from the interpretive analysis.

Aktuálne problémy primárneho vzdelávania žiakov s poruchou autistického spektra

Author(s): Roberta Drugová / Language(s): Slovak Publication Year: 0

Experiences of Parents with Children Having Learning Disabilities and/or ADHD in Pakistan

Author(s): Shazia Nasir,Sharifah Muzlia,Hamimah Hashim,Fatin Aliana / Language(s): English Publication Year: 0

This interpretive phenomenological qualitative research study explored the psychological and emotional experiences of parents with children having specific learning disabilities in Pakistan. Focus group discussions with five parents were conducted on Zoom. After the data collection from each of the participants was assessed, a cross-case analysis of the data was completed to develop a list of the themes common among the participants. The sub-themes and the themes originated from the codes are: (1) Parents’ Challenges, with the sub-themes of Parenting Style, Emotional Responses and Sufferings; and (2) Support from Academia with the sub-themes of Relationship with the teachers, Financial Stress and Modifications in Assessments/ Examinations. The themes originated after the focus group discussion with the five parents contain the struggle of the parents of LD children in preparing them to do better academically and socially. The findings revealed that parents of children with learning disabilities have a very challenging and demanding role. Their struggles and challenges are more exhausting emotionally, physically, and financially. Parents struggle to identify academic problems faced by children due to lack of awareness, which adds to their struggle as well as the children. Parents are the primary caretakers and guardians and are responsible for the upbringing of their children. It is not easy being a parent, but the situation gets difficult when children are identified with learning disabilities.

Characteristics of School and Vocational Counseling for Students with Special Educational Requirements

Author(s): Iris Ionelia Diță / Language(s): English Publication Year: 0

The purpose of this paper is to bring forth the importance of parents’ implication in the educational process of children with special needs by emphasizing the need of a family–school partnership. Educational and vocational counseling for students in special education imposes the need for efficient inclusion, which requires a commitment to integrating persons with disabilities both in school and society. In other words, the family of a child with special needs is involved in the role of mediator between the child—who may have difficulty adapting to interpersonal relationships—and the social environment, including the community to which they belong and sometimes even strangers. The role of parents as educational partners represents direct implications in the educational environment in which they can influence certain decisions that follow along the progress of the child’s education, collaborating with the school in a concrete way and taking managerial functions within the school.

Characteristics of School and Vocational Counseling for Pupils with Special Educational Needs

Author(s): Iris Ionelia Diță / Language(s): English Publication Year: 0

Effective inclusion means following a path of integration of people with disabilities both in school and in society. Counseling families of children with special educational needs with a view to integration becomes a mandatory step in combating school drop out and facilitating social integration. This study examines certain aspects of education for children and young people with special educational needs, trying at the same time to clarify the theoretical context of inclusion and integration in school. It presents examples of good practices and shares insights gained from accumulated experiences to promote the participation of children with special educational needs in learning activities, thereby preventing school drop out. The objective of this study is to emphasize the important role of the teacher counselor, who must develop targeted strategies to address indecision by fostering the child’s ability to choose, make decisions, and seek information. The counseling process focuses on the preventive aspect of affective and behavioral disorders, as well as on problem-solving, personal development, and optimization. By fostering an inclusive environment, this approach aims to support the individual development of children with special educational needs and help them feel welcomed and connected to society.

Practice Research and Pioneering Approaches for Tackling Educational Inequalities: Experiences from the European Project PIONEERED

Author(s): Solvejg Jobst,Jan Skrobanek,Susana Vazquez Cupeiro,Andreas Hadjar,Sabine Bollig,Aigul Alieva / Language(s): English Publication Year: 0

Participatory and Inclusive Methodologies of Educational Commons: Four Case Studies in Greece

Author(s): Naya Tselepi,Angeliki Botonaki,Domniki Vagiati,Jannis Pechtelidis / Language(s): English Publication Year: 0

Participatory Qualitative Research on Attitudes of Isolated Roma Communities to Family Models, Education, and the Personal Development of Young People in Bulgaria

Author(s): Ralitza Sechkova / Language(s): English Publication Year: 0

Participative Research to Address School Inequalities: Exploring Gender Perspectives in Civic Education in Albania

Author(s): Eriada Çela / Language(s): English Publication Year: 0

Participatory Critical Pedagogy in a Theatre Education Project with Marginalised Students in Hungary

Author(s): György Mészáros / Language(s): English Publication Year: 0