Search
Search Results
-
INCLUSIVE EDUCATION IMPLEMENTED IN THE FORM OF EXTRA-CURRICULAR ACTIVITIES: CASE STUDY
35-46Views:209The aim of inclusive education is to adapt educational requirements, educational organization and learning conditions to the needs and capabilities of each pupil in a multifaceted way. Inclusive education is implemented by the educational systems of the European Union Member States. In Poland its history began in the 1990s. Many activities are currently being undertaken to create the best possible conditions for the development of the potential of each pupil. The school environment in cooperation with the family is responsible for taking all possible measures to eliminate barriers which prevent the child from being given proper education. In particular, this task is related to the care for a child with disabilities. In the Polish educational system, there are many forms of implementing the postulate of inclusive education. It is worth emphasizing the activity of day-care centres which provide extra-curricular education for children. The school day-care centre is a place where inclusive education is a daily practice. The article presents a case study of the activity of a day-care centre in one of the schools with inclusive classes in Krakow. The description of the day-care centre functioning made it possible to present the diversity of activities undertaken in it. The data was extended by referring to the opinions of parents and children.
-
OPPORTUNITY, CHALLENGE OR OBSTACLE? THE INTEGRATIONAL FUNCTIONS OF PUBLIC EDUCATION - INTERNATIONAL OUTLOOK AND HUNGARIAN SITUATION
5-21Views:152In our paper, those international processes are studied which determine the role and effectiveness of public education in the international and Hungarian context. We try to examine what globalization processes the school fits into; what positive or negative confirmation the interventions cause in the education system. In the Hungarian situation besides the segregation and integration, the selectivity of the education system can be also seen and is also shown in the study. The paradigm shifts in public education, the role of the inclusive school are presented through the Hungarian integration efforts. To sum up, an implemented integration program is also introduced where the experts’ efforts are put in the center of the topic.
-
FACTORS SUPPORTING HIGHER EDUCATION OF PERSONS WITH DISABILITIES IN THE LIGHT OF A RESEARCH
85-99Views:220Compared to other social groups, persons with disabilities are at higher risk of poverty. One of the reasons for this can be explained by the labour market situation of people with disabilities, as their employment is extremely low, their livelihood is primarily ensured by social benefits. One of the main guarantees of achieving an adequate standard of living is income from work. The higher qualifications the employee has, the higher the chance is to have a job that suits his/her interests and abilities. However, persons with disabilities tend to have lower educational qualifications than members of the majority of society, and their higher education is particularly low. In order to achieve equal opportunities, persons with disabilities may take advantage of allowances and subsidies in the course of their higher education as well as their studies. Using qualitative, semi-structured interviews, the research explores how services promoting equal opportunities at universities facilitate the higher education of students with disabilities, support their job search and their integration into the labour market. The research also comprised the examination of how the family background or previous (primary and secondary school) studies influenced the higher education of the interviewees. Based on the research results, it can be stated that promoting equal opportunities at universities contributes to the successful completion of studies as well as participation in the labour market eventually. The family, the parents, studying in an integrated framework play a crucial role in the decision of a student with disabilities to continue his/her studies at university.
-
NEW "CONTACTS": MUSIC TEACHERS, THEOLOGY TEACHERS, AND 'SEN' STUDENTS
39-53Views:132This study focuses on the integrated-inclusive education of the students with special educational needs from the side of two 'new' groups of teachers. After outlining the specific situation religious and music teachers perform in education a detailed analysis follows, which focuses on the facts of how these people see their own knowledge, difficulties, and needs in inclusive and integrated education. To assess their situation their results are compared to a so-called ’control group’. The study group is formed by the ’classic’ actors of public education, the teachers who teach general subjects.
-
CAN THE PEDAGOGICAL PRACTICE OF THE PRE-SERVICE TEACHERS REMOVE THE SOCIAL PREJUDICE TOWARDS THE PUPILS WITH SPECIAL NEEDS? A COMPARATIVE ANALYSIS ON THE ATTITUDE TOWARDS BEHAVIORAL MANAGEMENT IN PRIMARY SCHOOL
17-24Views:173The aim of the study is to highlight the attitude of the students (N=72) from Pedagogy of Primary and Preschool Education Program (pre-service teacher), from first and third years of study, related to how they want, as future teachers, to develop pupils’ learning skills in the inclusive classroom by adopting certain behavioral management of pupils with special needs. The working tool used is the Behavior and Instructional Management Scale, developed by Martin and Sass (2010). The comparative analysis of the results obtained according to the year of study captures the existence of statistically significant differences in the aspect of the management of the behavior in the classroom, both in traditional and inclusive classes, during the lessons, with higher averages for the pre-service teachers of 3rd year. Also, pre-service teachers from the 3rd year of study have a higher level of expectations for implementing the rules in school activities with pupils with special needs, compared to the pre-service teachers of the 1st year, which draws attention to the importance of pedagogical practical stage in primary school.
-
THE ISSUES OF TEACHING FOREIGN LANGUAGES TO LEARNERS WITH A SPECIFIC LEARNING DISABILITY
31-52Views:361To make language teaching effective, it is important to consider the forms of language teaching, especially when we talk about learners with a specific learning disability. Our theoretical paper tries to review the literature of language teaching and dyslexia. The goal of our paper is to briefly present the definitions of dyslexia as well as to describe its signs and symptoms. This paper deals with the issues of language acquisition and language teaching, focusing on the difficulties which emerge when learning English. A dyslexic learner usually has difficulties in reading and writing in his L1, their reading is slower and they have problems with reading comprehension too. Besides the possible difficulties, we also discuss the strengths of dyslexic learners as their most important compensating skills are global/holistic thinking, visualisation, creativity, and problem-solving. Our paper also deals with the regulations governing language teaching in schools and the issues of choosing the language to learn at school. In higher education and in the world of work, speaking foreign languages and having language certificates are advantages, consequently, it is necessary to have appropriate course material. Language learners with dyslexia also have to take a school-leaving exam /GCSE in a foreign language, which is why our paper also deals with the output of language teaching in schools as well as the possibilities for dyslexic candidates offered by some Hungarian language exams (ORIGO, BME, DExam, ECL) The paper also mentions the issues of course material and language course books, as well as addressing the question of inclusive teaching for dyslexic learners. We also discuss the competencies required by a Special Educator as a language teacher, as he/she can help students, not only in learning English but also in the integration process.
-
INTERPRETATION OF THE MOST IMPORTANT NOTIONS OF SOCIAL INEQUALITIES OVERT IN THE EDUCATIONAL SYSTEM
83-87Views:189Present paper focuses on the social inequalities that are mainly manifested in the educational system. Therefore, I aim at reflecting on the sociological definitions that codify the subject in a theoretical context. The theoretical background of the study comprises the subsequent notions: equality and equity, inclusive society and education, bicultural socialization, and the relation between social mobility and school.
-
ATTITUDES TOWARDS THE SPORT OF PERSONS WITH DISABILITIES, I. E.: IS THE SPORT IMPORTANT IN THE LIVES OF PEOPLE WITH DISABILITIES?
19-34Views:494The equal opportunities approach of the second half of the 20th century emphasizes the social inclusion of disadvantaged groups, including persons with disabilities. Education and employment play a key role in achieving integration. Nevertheless, other fields such as leisure time and sporting activities also contribute positively to the social involvement of persons with disabilities. At present nearly 7,000 persons with disabilities are registered in Hungary who pursue sports competitively, of whom approximately 5,000 persons with intellectual disabilities (Regényi et.al, 2017). The study discloses the partial results of a research aimed at revealing the awareness of the Hungarian population regarding the sport of people with disabilities. As such research has never been carried out in Hungary before, it can fill in a niche. The results of our exploratory research may be the starting point for further investigations. The importance of the topic is given by the fact that thanks to the sport the focus is on the outstanding performance of the social group concerned rather than on their limitations and deficiencies, which therefore reinforces the positive and accepting attitude of citizens. Previous research findings have highlighted that the nature of disability-related knowledge influences the way the members of society think about persons with disabilities, i.e. when it is possible to provide information and gain experience focusing on the existing abilities and strengths of the above -mentioned group, attitudes become more positive as well. The findings of the research reveal that respondents consider it important to pursue sport within an integrated framework, at the same time they feel it is justified to do segregated sports with a view to persons with disabilities. Based on the results we can state that the media coverage of achievements in sports competitions of persons with disabilities is perceived as low level, but apparently it is not considered to be a key area in the lives of persons with disabilities.
-
PROFESSIONAL RECOMMENDATION FOR THE TRAVELING TEACHER’S WHO ARE WORKING WITH THE VISUALLY IMPAIRED AND HABILITATION PERSONALITY DEVELOPMENT HIGH – SCHOOLER
101-107Views:128At the beginning of high school studies where visually impaired with young people have to outbrave with much daily difficultly. Orientation in the institution about high school ‘s rhythms higher class sizes and higher levels of attitudes and methods that require more independent thinking by class teachers are more challenging to them than their good companions. Particularly heavier situations are encountered by young people with visually impaired who have been studying in a segregated institution in previous years, where they have completed their studies in a smaller class community, an educator, a specialized tool, and individual development assistants. The travel ambulance service ensures that this supportive assistance is provided in an integrated environment both for students with visually impaired and secondary school teachers