Special School最新文献

{"title":"Multimedialne treningi uwagi słuchowej stosowane w terapii zaburzeń przetwarzania słuchowego","authors":"Małgorzata Kupisiewicz, J. Rostkowska","doi":"10.5604/01.3001.0014.9547","DOIUrl":"https://doi.org/10.5604/01.3001.0014.9547","url":null,"abstract":"W artykule omówiono dostępne w Polsce metody umożliwiające przeprowadzenie\u0000treningu uwagi słuchowej przy użyciu program w komputerowych u dzieci z zaburzeniami\u0000przetwarzania słuchowego. W prezentacji każdej z metod znalazły się informacje\u0000na temat jej pochodzenia, postępowania diagnostycznego, przebiegu i sposób w oddziaływania.\u0000W tabelach umieszczono informacje na temat doniesień naukowych dotyczących\u0000efektywności poszczególnych metod.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131119235","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}

{"title":"Jak wspierać w szkole jąkającego się ucznia?","authors":"Ł. Kowalczyk","doi":"10.5604/01.3001.0014.6316","DOIUrl":"https://doi.org/10.5604/01.3001.0014.6316","url":null,"abstract":"Wieloczynnikowa koncepcja jąkania zakłada indywidualną kombinację uzupełniających się czynników, które mogą stanowić przyczynę wystąpienia tego zaburzenia mowy u dziecka. Są to czynniki fizjologiczne, lingwistyczne, psychologiczne oraz środowiskowe. Koncentrując się na dwóch ostatnich, autor przedstawia fakty na temat jąkania oraz dokonuje opisu jego złożoności w kontekście terapeutycznym. Jąkający się uczeń wymaga bowiem wsparcia nie tylko ze strony logopedy i rodziców, ale również nauczycieli. W artykule opisane zostało funkcjonowanie jąkającego się ucznia w szkole. Ponadto autor na podstawie literatury przedmiotu prezentuje rady dla nauczycieli, które mogą wykorzystać w swojej pracy wychowawczo-dydaktycznej z dzieckiem, które się jąka.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127885113","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}

{"title":"Alternatywy dla dziedziczenia: umowy darowizny i dożywocia","authors":"Małgorzata Szeroczyńska","doi":"10.5604/01.3001.0014.6317","DOIUrl":"https://doi.org/10.5604/01.3001.0014.6317","url":null,"abstract":"W tekście omówiono umowy darowizny i dożywocia, wskazując na możliwości ich alternatywnego wykorzystania dla zabezpieczenia po śmierci swojej najbliższej osoby z niepełnosprawnością intelektualną. Celem prezentacji tych umów jest wskazanie możliwości zapobieżenia, by osoba z niepełnosprawnością intelektualną jako spadkobierca, często dużego majątku, nie musiała przechodzić przez trudy postępowania spadkowego, a tym samym by nie została narażona na ubezwłasnowolnienie. W artykule opisana została treść obu umów, formy ich zawarcia, kwestie podatkowe, a także możliwości ich rozwiązania, jak również wszelkiego rodzaju niebezpieczeństwa, które się z nimi wiążą.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123371354","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}

{"title":"Resilence a poczucie stresu i samoskuteczności u małżonków/partnerów osób z nabytą niepełnosprawnością ruchową","authors":"M. Boczkowska","doi":"10.5604/01.3001.0014.6313","DOIUrl":"https://doi.org/10.5604/01.3001.0014.6313","url":null,"abstract":"Przedmiotem opracowania jest analiza relacji między resilience ujmowanym w kategorii względnie stałej cechy osobowościowej a samoskutecznością i stresem u małżonków i partnerów osób z nabytą niepełnosprawnością ruchową. W badaniach wzięły udział 93 osoby. Materiał zebrano za pomocą następujących narzędzi badawczych: Kwestionariusz Poczucia Stresu (KPS) (Plopa, Makarowski), Skala Uogólnionej Własnej Skuteczności (GSES) (Schwarzer, Jerusalem, adaptacja – Juczyński) oraz Skala Pomiaru Prężności SPP-25 (Ogińska-Bulik, Juczyński). Ustalono statystycznie istotne związki między resilience postrzeganym jako prężność psychiczna a ogólnym poczuciem stresu i jego dwoma wymiarami – napięciem emocjonalnym i stresem intrapsychicznym. Potwierdzono również związek między resilience a samoskutecznością, przy czym największy wkład w wyjaśnienie zmiennej zależnej, jaką jest poczucie własnej skuteczności, zanotowano w przypadku wymiaru prężności Kompetencje osobiste do radzenia sobie i tolerancja negatywnych emocji. Przeprowadzone analizy prowadzą do wniosku, że resilience pełni funkcję predykcyjną w stosunku do zmiennych objaśnianych przyjętych w modelu teoretycznym: poczucia stresu i własnej skuteczności w radzeniu sobie w sytuacjach trudnych.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124381697","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}

{"title":"People with intellectual disabilities as heirs. Part 3","authors":"Małgorzata Szeroczyńska","doi":"10.5604/01.3001.0014.4738","DOIUrl":"https://doi.org/10.5604/01.3001.0014.4738","url":null,"abstract":"The article is another one in the series on people with intellectual disabilities as heirs. It discusses next steps that heirs need to take after an inheritance is accepted and a court confirmation of inheritance acquisition or a notarial deed of succession certification is received to be able to dispose of the property they acquired from the testator. It presents issues relating to inheritance division based on an agreement between the heirs and inheritance division by a court order, claiming the legitime, reporting the inheritance to the tax office to be entitled to inheritance tax exemption, as well as making an entry in the land register, reporting the acquisition of a car, notifying the homeowner association or the housing cooperative, changing the parties to contracts on services that are currently provided, etc. Practical difficulties that may arise when heirs with intellectual disabilities are taking these steps are listed along with the best methods to overcome them.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132150415","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}

{"title":"People with intellectual disabilities as heirs. Part 2","authors":"Małgorzata Szeroczyńska","doi":"10.5604/01.3001.0014.2361","DOIUrl":"https://doi.org/10.5604/01.3001.0014.2361","url":null,"abstract":"This text is the next part of the series devoted to inheritance by people with intellectual disabilities after the death of their loved ones. This time, the stage of obtaining legally binding certification that you are the heir after the testator will be necessary, both in statutory and testamentary inheritance. Two alternative paths were indicated: judicial to obtain a decision on the acquisition of an inheritance and notarial to prepare an act of confirmation of inheritance. In both cases, practical difficulties were emphasized that heirs with intellectual disabilities may encounter on their way to receiving these documents, and which may lead to their discrimination and even to initiate incapacitation proceedings.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126860356","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}

{"title":"Inclusive education as seen by mainstream preschool teachers","authors":"Elżbieta Paradowska","doi":"10.5604/01.3001.0014.1334","DOIUrl":"https://doi.org/10.5604/01.3001.0014.1334","url":null,"abstract":"Despite the fact that the process of inclusive education implementation has been taking place in Poland for a few years now, it still encounters a lot of obstacles relating to, among other things, the readiness of mainstream settings, including teachers, for inclusion. For this process to be successful, teachers’ attitudes to the idea of inclusive education are also important.\u0000The primary purpose of the study was to explore the opinions of mainstream preschool teachers on selected aspects of inclusive education for students with disabilities. The study covered 76 preschool teachers. A diagnostic survey was used in the study. The findings showed that mainstream preschool teachers (generally) supported the idea of inclusive education for students with disabilities to a small extent only (i.e., a little bit below the average). This opinion correlated positively with a sense of readiness for specific tasks relating to the education of students with disabilities and providing it in an educational setting as well as with having formal teacher education in this area. The study also showed that mainstream preschool teachers were relatively most favorably inclined (however, only around the average) toward inclusive preschool education for students with mild intellectual disabilities, and least favorably - for students with multiple disabilities and blind students. The findings confirmed the reports found in the literature regarding significant gaps in preparation for tasks relating to the education of students with disabilities felt by mainstream preschool teachers. They also confirmed the fact that the vast majority of teachers saw many obstacles to the implementation of inclusive education in preschool, in particular relating to: specialists (mainly lack of specialists), too large preschool groups, and school space (mainly architectural barriers). Moreover, the findings showed that only a small number of teachers saw advantages of inclusive education - subject to specific conditions, though.\u0000The study findings suggest that it is necessary to provide more effective, specialist support for mainstream preschool teachers in their work with students/children with disabilities and to introduce changes in preschool teacher training at the college level.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122592244","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}

{"title":"Excessive body weight versus physical fitness in adults with moderate and severe intellectual disabilities","authors":"K. Gawlik, A. Zwierzchowska, Barbara Rosołek, Diana Celebańska, Georgina Franusz","doi":"10.5604/01.3001.0013.9507","DOIUrl":"https://doi.org/10.5604/01.3001.0013.9507","url":null,"abstract":"An increasing number of people with intellectual disabilities (ID) are characterized by an excess of body weight. The impact of overweight and obesity on motor skills in this population is ambiguous. The study aimed to review the impact of overweight and obesity on the physical fitness of adults with intellectual disabilities. The study covered 128 people with ID: 70 women (W) and 58 men (M); 62 people with moderate intellectual disabilities and 66 people with severe intellectual disabilities. The following measurements were taken: body mass (BM), body height (BH), and waist circumference (WC). BMI was calculated. The physical fitness level was assessed with the Eurofit Special test. Obesity and overweight were found in 37% and 24% of W and 39% and 22% of M respectively; in 40% and 17% of people with moderate ID and 36% and 28% of people with severe ID respectively. Significant negative correlations between speed and BMI and WC, and between core muscle strength and WC were found in women. In men, negative correlations were found: between core muscle strength and BM, BMI, and WC; between flexibility and BM, BMI, and WC; between lower extremity muscle strength and BMI and WC; and between balance and BMI. Further, obese men had significantly lower scores compared to the normal weight sample in the following tests: balance (T1), lower extremity muscle strength (T2), speed (T4), and core muscle strength (T6). The study showed a relationship between obesity and scores in physical fitness tests. More relationships were found in men than women and in people with severe ID than moderate ID.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128528831","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}

{"title":"Dyslexia versus visual difficulties in reading and writing. A comment in discussion","authors":"Ewa Boksa, Renata Cuprych","doi":"10.5604/01.3001.0013.4609","DOIUrl":"https://doi.org/10.5604/01.3001.0013.4609","url":null,"abstract":"Due to the fact that it is frequently difficult to identify their etiological origins, reading and writing difficulties have inconsistent terminology in the literature. This article is a review and attempts to initiate a discussion about visual dyslexia. The authors pose the question whether - in the context of new neuroimaging methods and the neurosciences broadly defined - there exist reading and writing difficulties that stem from impaired functioning of the visual system and whether they can be assigned to developmental dyslexia. If it is assumed that developmental dyslexia is linguistic in nature, these are phonological deficits that come to the fore in children entering the world of reading. These phonological processing deficits impair word decoding (word identification), making word recognition impossible, thus preventing access to higher-order linguistic processes, that is comprehending meaning from texts or building one’s own narratives.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125712440","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}

{"title":"The tripartite relationship: Physician – Child – Parents. Reflection after a literature review","authors":"B. Antoszewska","doi":"10.5604/01.3001.0013.4603","DOIUrl":"https://doi.org/10.5604/01.3001.0013.4603","url":null,"abstract":"This paper aims at presenting selected elements that constitute the relationship between professionals (physicians) and an ill child as well as the child’s parents. The discussion is based on the following assumption: All actions undertaken when a child is ill should be performed with two subjects participating in them: the child and the child’s parents, because the exclusion of one of them disturbs the fulfillment of specific goals and tasks. In interactions with specialists, intelligible tripartite communication is undoubtedly of key importance since the course and final outcome of treatment depend on appropriate cooperation between all subjects involved (and in the case of a small child, this includes parents).\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"29 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113964880","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}