Lubelski Rocznik Pedagogiczny最新文献_第2页

The Satisfaction of Parents of Children with Autism Spectrum Disorders with the Specialist Support for Child and Family 自闭症谱系障碍儿童家长对儿童和家庭专家支持的满意度

Lubelski Rocznik Pedagogiczny Pub Date : 2024-05-10 DOI: 10.17951/lrp.2024.43.1.23-46

Anna Monika Gagat-Matuła, Tomasz Gosztyła, Aneta Lew-Koralewicz, Izabela Marczykowska

{"title":"The Satisfaction of Parents of Children with Autism Spectrum Disorders with the Specialist Support for Child and Family","authors":"Anna Monika Gagat-Matuła, Tomasz Gosztyła, Aneta Lew-Koralewicz, Izabela Marczykowska","doi":"10.17951/lrp.2024.43.1.23-46","DOIUrl":"https://doi.org/10.17951/lrp.2024.43.1.23-46","url":null,"abstract":"Introduction: There is a significant increase in the number of children and adolescents diagnosed with autism spectrum disorder (ASD). The principle of collaboration with parents is one of the basic elements of comprehensive support provided to both children with ASD and their families. Research Aim: The aim of the research was a multi-faceted approach to the level of satisfaction of parents of children with ASD with the professional support and a search for personal traits and dispositions related to the level and various aspects of parents’ satisfaction with collaboration with specialists supporting their children and families. Method: The research was carried out in a group of 204 parents of children with ASD. The following measures were used: Family-Professional Partnership Scale (FPPS), Enabling Practices Scale (EPS), Ten Item Personality Inventory (TIPI) – TIPI-PL; Psychological Entitlement Scale (PES), and Gratitude Questionnaire (GQ-6). Results: The obtained results show an above-average satisfaction of parents with the support they receive. Significant predictors of the satisfaction of surveyed parents with the specialist support were the following personal characteristics and dispositions: gratitude, agreeableness, conscientiousness and openness. Conclusions: The results enable an initial assessment of satisfaction with formal support among parents of children with ASD. They also indicate selected personal dispositions related to a high level of satisfaction with the support received.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140990677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Psychological Resilience of Mothers of Children with Autism Spectrum Disorder (ASD) and Perceived Social Supportsocial Support 自闭症谱系障碍（ASD）儿童母亲的心理复原力与感知到的社会支持社会支持

Lubelski Rocznik Pedagogiczny Pub Date : 2024-05-10 DOI: 10.17951/lrp.2024.43.1.47-65

A. Buchholz, K. Czerwińska, Mariola Wolan-Nowakowska

{"title":"Psychological Resilience of Mothers of Children with Autism Spectrum Disorder (ASD) and Perceived Social Supportsocial Support","authors":"A. Buchholz, K. Czerwińska, Mariola Wolan-Nowakowska","doi":"10.17951/lrp.2024.43.1.47-65","DOIUrl":"https://doi.org/10.17951/lrp.2024.43.1.47-65","url":null,"abstract":"Introduction: Social support is a significant moderator of quality of life. Psychological resilience is a personal resource that promotes adaptation to life challenges. Research Aim: The aim of this study was to determine the association between the level of psychological resilience of mothers of children with diagnosis of autism spectrum disorder (ASD) and their perceived formal social support. Formal support is understood as a form of institutional assistance provided to children and mothers as part of using the services of the Early Intervention Center. Method: One hundred and forty-three mothers of children with ASD were surveyed using the Resilience Scale (SPP-25) and the Questionnaire for Mothers of Children with Autism Spectrum Disorder. Results: Mothers of children with ASD had a higher level of psychological resilience compared to the standardised group. Mothers with higher levels of psychological resilience perceived social support better. Conclusions: The study emphasises the need to develop psychological resilience in mothers of children with ASD, which may contribute to coping more effectively with the challenges of motherhood when faced with a child’s disability.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140992137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effective Use of Textbooks by Early Education Teachers 早期教育教师对教科书的有效使用

Lubelski Rocznik Pedagogiczny Pub Date : 2024-02-14 DOI: 10.17951/lrp.2023.42.4.131-146

Marzenna Nowicka

{"title":"Effective Use of Textbooks by Early Education Teachers","authors":"Marzenna Nowicka","doi":"10.17951/lrp.2023.42.4.131-146","DOIUrl":"https://doi.org/10.17951/lrp.2023.42.4.131-146","url":null,"abstract":"Introduction: Schoolbooks are the basic didactic tool in early childhood education classes. As evidenced by numerous research reports, their content is significantly diversified in terms of quality. However, empirical research providing insight into teachers’ experiences of working with school textbooks is lacking. Research Aim: This study examines how teachers influence the use of a school textbook. It looks at their views on daily work with textbooks, the advantages and disadvantages they perceive, and their responses to these observations. Method: Six focus group interviews with 37 early childhood education teachers were conducted. The collected material was subsequently subjected to meaning-oriented content analysis. Results: On the basis of the collected data, it was established that teachers construe textbooks as: predestined fate, a stabilizing factor in the didactic process, a tool for everyday work, a subject- matter expert and a surety of their responsibility for the learning process. The work of educators with the school textbook is characterized by conformity, limited flexibility, adaptation to the range of children’s aptitudes, rationalization and, in rare cases, resistance. Conclusions: With respect to working with school textbooks, the agency of teachers manifests itself only as a superficial response to the identified shortcomings, without an autonomous approach to the content as well as tasks and instructions in school textbooks. Such a conclusion may offer grounds for a pedagogical discussion on the limitations and needs of training early education teachers in terms of enhancing their agency while working with a school textbook.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":"72 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educational Space in Inclusiv Education – Challenges in Working witha Diverse Group/Class 全纳教育中的教育空间--与多元化群体/班级合作的挑战

Lubelski Rocznik Pedagogiczny Pub Date : 2024-02-14 DOI: 10.17951/lrp.2023.42.4.59-75

I. Chrzanowska

{"title":"Educational Space in Inclusiv Education – Challenges in Working witha Diverse Group/Class","authors":"I. Chrzanowska","doi":"10.17951/lrp.2023.42.4.59-75","DOIUrl":"https://doi.org/10.17951/lrp.2023.42.4.59-75","url":null,"abstract":"Introduction: Nowadays, teachers must be aware that the student population in school classes is becoming increasingly diverse. Therefore, it is necessary to design educational spaces that not only cater to the diverse needs of students but also align with the requirements of the 21st century. Research Aim: This research seeks to investigate the importance of educational spaces when working with a diverse group or class in inclusive education. The research question focuses on understanding how to design, why to change educational spaces in education. Evidence-based Facts: The educational environment can play the role of the \"third teacher\" and either support or hinder the development of students. Engaging educational environments are crucial for the cognitive, physical, social, and emotional development of students. They promote critical thinking, communication, collaboration, and creativity, all of which are considered essential competencies in 21st-century education. Summary: Diverse student needs require diverse learning spaces to meet the requirements and address the needs of every student. These spaces are often described using metaphors like a watering hole, cave, campfire, or laboratory. Students should be involved in the creation of educational spaces. However, students’ perspectives are frequently overlooked. Research findings indicate that considering their input enhances the likelihood of providing better and more effective support for their development. In traditional education, teachers play a central role in selecting teaching methods and determining modes of school communication. There are already examples of how to transform a school's environment to make it inclusive for everyone.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":"72 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Construction and Validation of the Scale for the Study of Cyberbullying (SSC) 网络欺凌研究量表（SSC）的构建与验证

Lubelski Rocznik Pedagogiczny Pub Date : 2024-02-14 DOI: 10.17951/lrp.2023.42.4.163-181

Z. Bartkowicz, Andrzej Chudnicki, Natalia Kamila Czopek

{"title":"Construction and Validation of the Scale for the Study of Cyberbullying (SSC)","authors":"Z. Bartkowicz, Andrzej Chudnicki, Natalia Kamila Czopek","doi":"10.17951/lrp.2023.42.4.163-181","DOIUrl":"https://doi.org/10.17951/lrp.2023.42.4.163-181","url":null,"abstract":"Introduction: Cyberbullying is becoming an increasingly serious problem among children and adolescents, threatening safety and mental health, and posing new tasks for psychological and pedagogical support. Diagnosing the dangers of engaging in cyberbullying is a task that requires appropriate tools to assess in detail the ways in which others are attacked virtually and the individual's participation as a perpetrator or victim of cyberbullying. It is felt that there is a lack of appropriate tools that measure cyberbullying multifacetedly, as a way of behaving in the virtual world that is perceived by the individual in terms of good and bad. Research Aim: This article presents the conceptual assumptions and stages in the construction of a new tool to measure cyberbullying. The Cyberbullying Screening Scale consists of 4 subscales measuring the frequency of manifesting and experiencing 17 modes of virtual harm. In addition, respondents rated how often individual acts of cyberbullying occur in the school environment and to what extent they are bad or meaningless. Method: The analysis of psychometric properties was based on the results of the survey of 240 secondary school students. Results: Factor analysis established a set of items for the individual subscales. High reliability indices were obtained for all subscales. A preliminary standardisation of the tool was carried out, as a result of which it was determined how many perpetrators, victims and aggressive victims of cyberbullying are in the study group. Conclusion: The results obtained are consistent with those obtained in different countries using other tools.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":"1119 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Potential and Actuall Significanance of Montessori Learning Environment 蒙特梭利学习环境的潜力和实际意义

Lubelski Rocznik Pedagogiczny Pub Date : 2024-02-14 DOI: 10.17951/lrp.2023.42.4.113-130

B. Bednarczuk

{"title":"Potential and Actuall Significanance of Montessori Learning Environment","authors":"B. Bednarczuk","doi":"10.17951/lrp.2023.42.4.113-130","DOIUrl":"https://doi.org/10.17951/lrp.2023.42.4.113-130","url":null,"abstract":"Introduction: It is important that people who want to perform their duties in a global and uncertain reality are prepared for changes. Therefore, education can play a significant role in supporting the development of active, competent citizens. The superior task of the contemporary school is to provide an educational environment which would be a source of various experiences with the material, social and cultural world (Todd et al. 2019). The model solution in this regard is offered by the school environment organized according to Maria Montessori’s pedagogical principles. The guiding standard for such an environment is support of the individual’s potential. This is also the key rule on which the lifelong learning paradigm is based (Fleming, 2021). Research Aim: The aim of the paper is to evidence that the Montessori environment favors the development of skills necessary for lifelong learning and to verify empirically the affective significances of the educational experiences of Montessori school graduates. Method: In order to discover the emotional significance of school experiences, the partly modified Hermans’s Confrontation With Yourself method was applied (Hermans, Hermans-Jansen, 2000). Results: The educational experiences of Montessori school graduates are characterized by one type of emotional climate – strength and union (+HH) – in which the fulfilment of both basic motives of human behavior (of self-enhancement and contact with others) evokes positive feelings. Conclusion: Montessori school former pupils possess intra- and interpersonal skills, necessary in lifelong learning. The Montessori model of education supports the development of the ability to harmonize one’s interests with the goals of other people as well as personal and social responsibility.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":"1043 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Collaborative Learning with Students - the Relevance of Interpersonal Affordances in the Field of Assessment 与学生合作学习--评估领域中人际关系的相关性

Lubelski Rocznik Pedagogiczny Pub Date : 2024-02-14 DOI: 10.17951/lrp.2023.42.4.41-57

Zuzanna Zbróg

{"title":"Collaborative Learning with Students - the Relevance of Interpersonal Affordances in the Field of Assessment","authors":"Zuzanna Zbróg","doi":"10.17951/lrp.2023.42.4.41-57","DOIUrl":"https://doi.org/10.17951/lrp.2023.42.4.41-57","url":null,"abstract":"Introduction: In the introduction I explain the meaning of the main concepts and theoretical categories: a community of practice, the relational concept of learning through knowledge sharing, and social networks. I provide examples of factors that influence the effectiveness of the knowledge sharing process within communities of practice. I add to the analysed concept the category of affordances which is related to the possibilities to act in a specific environment. Research Aim: The aim of the research is to understand and describe how I create, interpret and change my social and personal environment. I formulate my research perspective in the following questions: How to use possible interpersonal affordances in the field of assessment to build a community of entities learning from each other in the academic space? Method: It is my choice to work using autoethnography, I apply the procedure of data analysis following the evocative approach, which is characterised by a change in both the subject of cognition (the researcher) and the recipient of the message. Results: The contemporary context of students’ social functioning requires a decisive transition/ return to the culture of relational learning, in which the following are important: taking care of emotional well-being, sensitivity to students’ needs, and support, including in the form of constructive feedback based on individual or group (peer) reflection. These types of values shared in a group provide an environment conducive to learning. Conclusions: Interpersonal affordances in the field of assessment come from certain types of motivations and values that guide a person building relationships in a specific community. The crisis situation afforded me actions that involved changing my style of everyday functioning to a more attentive, supportive one, requiring the creation of a relational, comfortable space for learning. Communication relationships based on various types of constructive feedback have observably led to a positive change in the contexts of learning from each other.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":"167 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140457330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Threatened Childhood in the Drawings of Ukrainian Children 乌克兰儿童绘画中受到威胁的童年

Lubelski Rocznik Pedagogiczny Pub Date : 2024-02-14 DOI: 10.17951/lrp.2023.42.4.77-96

A. Popławska, Olena Bocharova

{"title":"Threatened Childhood in the Drawings of Ukrainian Children","authors":"A. Popławska, Olena Bocharova","doi":"10.17951/lrp.2023.42.4.77-96","DOIUrl":"https://doi.org/10.17951/lrp.2023.42.4.77-96","url":null,"abstract":"Introduction: In the 21st century, most children experience favorable conditions for development and are protected by their loved ones, who provide them with a happy and safe childhood. Nonetheless, it cannot be forgotten that there are still many thousands of children around the world who experience oppression and whose childhood is destroyed by adults due to abandonment, neglect, and mental and physical violence. Research Aim: The aim of the study was to attempt to discover and understand the individual traumatic war experiences of Ukrainian children, externalised in drawings. Method: Qualitative methods were used which allowed for an understanding of the way in which life situations are experienced by those studied. Projective techniques were used to analyse and interpret children’s drawings. Results: In the analysis of the drawings of Ukrainian children who have experienced war trauma, 5 main categories were differentiated: 1. Mummy, I see war; 2. My Father– Hero; 3. Friendship in the face of tragedy; 4. Putin is dead; and 5. Ukraine victorious. The drawings tell a tale of the cruelty which the children have experienced, which they have seen and felt, and which they carry inside themselves. Conclusions: The children’s drawings are a space for the externalisation of unspoken feelings. The children’s works demonstrate that suffering, uncertainty, fear for their own lives and the lives of loved ones, and the drama of the sudden loss of a carefree childhood and entry into the cruel world of adults are permanently etched into their memories.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":"181 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Home Education During the People’s Republic of Poland – a d Retrieved Case 波兰人民共和国的家庭教育--一个已检索的案例

Lubelski Rocznik Pedagogiczny Pub Date : 2024-02-14 DOI: 10.17951/lrp.2023.42.4.147-162

Magdalena Giercarz-Borkowska

{"title":"Home Education During the People’s Republic of Poland – a d Retrieved Case","authors":"Magdalena Giercarz-Borkowska","doi":"10.17951/lrp.2023.42.4.147-162","DOIUrl":"https://doi.org/10.17951/lrp.2023.42.4.147-162","url":null,"abstract":"Introduction: The article concerns home education in the People’s Republic of Poland which was cultivated by Danuta and Bartłomiej Maria Boba. They did not send their five children to school in the years 1952–1981; despite the ban, they educated them on their own. Research Aim: The aim of the study was to fill an existing gap in the knowledge about the story of home education in Poland after the Second World War. So far, there have been no known examples of homeschooling in the socialist times. It was thought that it did not take place at all and only started to emerge after the political changes. Method: The study is of a qualitative nature; it was conducted using the narrative interview method. The resulting material was subjected to analysis and interpretation. Additionally, document examination was used. Results: Despite the government’s efforts to force all citizens into participation in the education system controlled by the state, there was a case of homeschooling in Poland. The reconstruction of the Boba family’s experience gives knowledge of the motivation to raise children away from the influence of school, as well as on the methods and effects of teaching off school. It brings knowledge of the values the family attached to home education and provides a proof of determination of the parents who stood firmly in their commitment despite repressions against them. Conclusions: The case retrieved is isolated. The hardships suffered by the Boba family did not contribute to any legal changes, nor did they affect other families’ fates. Their fight against the communist regime complements the image of home education known so far and enables a better understanding of it. It shows how important it can be for parents to raise children in line with their own conscience. Freedom, reconstructed in previous studies as a core value attributed to home education both nowadays and in the distant past, turned out to be the core value in this case as well. The Boba family education is a historical link between tradition and the present day of Polish homeschooling.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":"71 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evidence Based Program Databases: a Tool for Modern Prevention and Rehabilitation 循证计划数据库：现代预防和康复工具

Lubelski Rocznik Pedagogiczny Pub Date : 2024-02-14 DOI: 10.17951/lrp.2023.42.4.193-206

A. Barczykowska

{"title":"Evidence Based Program Databases: a Tool for Modern Prevention and Rehabilitation","authors":"A. Barczykowska","doi":"10.17951/lrp.2023.42.4.193-206","DOIUrl":"https://doi.org/10.17951/lrp.2023.42.4.193-206","url":null,"abstract":"Introduction: The search for effective methods of conducting preventive and rehabilitation interventions is one of the main tasks for educators and other professionals working in this practice area today. One of the tools that can help achieve this goal is the databases of evidence-based programs. They are a reservoir of research-proven proposals for the conduct of activities. They are also becoming an essential space for the exchange of experiences and a source of change. However, they are not free of dysfunctions and problems. Research Aim: The aim of the research undertaken is, on the one hand, to popularise the idea of evidence-based prevention program bases and, on the other hand, to reflect on their functioning with an analysis of their risks and potentials. The text also attempts to answer how to change program bases and programs to make them as reliable and effective as possible. Evidence-based Facts: Research on evidence-based program bases and the programs has a history of almost thirty years. This research has proven to be a kind of 'milestone,' which is not to say that it has not revealed all sorts of problems. There is an ongoing discussion in the literature in this area relating to the databases' content and functionality. Summary: Raising awareness of the importance of evidence-based measures, popularising the bases of scientifically verified programs, and improving their functionality are becoming key phrases for rehabilitation and prevention educators today.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":"1049 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0