Special School最新文献_第9页

Dreams of people with moderate intellectual disabilities 中度智障人士的梦

Special School Pub Date : 2018-12-30 DOI: 10.5604/01.3001.0012.8552

H. Żuraw

{"title":"Dreams of people with moderate intellectual disabilities","authors":"H. Żuraw","doi":"10.5604/01.3001.0012.8552","DOIUrl":"https://doi.org/10.5604/01.3001.0012.8552","url":null,"abstract":"Dreams defined as a form of mental activity that focuses on fulfilling desires, aims, and plans regarding one’s life are a synthetic reflection of a human being’s past and presence, and his or her vision of the future. Exploring dreams has cognitive, ethical, and practical dimensions. It provides knowledge of a person’s inner life and the quality of his or her experiences. Analysis of the dreams of people with moderate intellectual disabilities expresses respect for their humanity. The findings of explorations regarding the dreams of this group of people can serve as a predictor in developing practical solutions to improve the quality of their lives. The paper presents information on the dreams of women with moderate intellectual disabilities. Their dreams refer to something that is beyond them – to the issues of self-esteem, independence, social response to disability, and the features of their situation in life. Their dreams show exclusion from the privilege of adulthood, that is – from independence. They show a strong bond between the women and their mothers, their desire to enhance their lives, and their aiming at stabilization and being among familiar, close people. Observations made in the study suggest the need for institutions that will replace motherly care in the future and will allow an enriched life.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"30 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133649886","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

Reality in blind people’s drawings. Research procedures and tools 盲人画中的现实。研究程序和工具

Special School Pub Date : 2018-12-30 DOI: 10.5604/01.3001.0012.8553

Ewa Niestorowicz

{"title":"Reality in blind people’s drawings. Research procedures and tools","authors":"Ewa Niestorowicz","doi":"10.5604/01.3001.0012.8553","DOIUrl":"https://doi.org/10.5604/01.3001.0012.8553","url":null,"abstract":"The study presented in this article looks at how the phenomena of reality are constructed in totally blind people’s drawings. Analysis focuses on drawing skills and their development seen based on drawings made by people who have been blind since birth. Raised-line drawings made on a special drawing film for blind people were analyzed. The analysis covered:\u00001. Blind people’s cognitive abilities – the way they see phenomena.\u00002. Abilities and ways of presenting phenomena in drawings.\u00003. Determining stages in the development of drawing skills in blind children as compared to the development of drawing skills in sighted children. \u0000The study was motivated by the desire to answer the following questions: What similarities and differences are there in the process of drawing by people with disabilities and in their drawings? What esthetic features (content, form, uniqueness of presentation, manner of displaying emotions) do blind children’s drawings have? How are the phenomena of reality depicted in blind people’s drawings? What difficulties do blind people encounter in making a drawing on a two-dimensional surface? Does blind children’s artistic development take place in a similar way as sighted children’s artistic development? Are blind children at a similar level of artistic development as their sighted peers? \u0000I proposed a model of artistic creation that takes into consideration the content and form of drawings and the artist’s creativity and emotionalism which was used as a tool in the analysis. All aspects of the analysis refer to the stages of drawing development in sighted children proposed by: Stefan Szuman, Viktor Lowenfeld, W. Lambert Brittain, and Georges-Henri Luquet.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132877932","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

Teaching styles used by teachers in special and integrated schools 特殊学校和综合学校教师使用的教学方式

Special School Pub Date : 2018-10-31 DOI: 10.5604/01.3001.0012.7275

Beata Rola

{"title":"Teaching styles used by teachers in special and integrated schools","authors":"Beata Rola","doi":"10.5604/01.3001.0012.7275","DOIUrl":"https://doi.org/10.5604/01.3001.0012.7275","url":null,"abstract":"School has a special role in developing social skills in students with mild intellectual disabilities. It is often the only place where important behaviors and competencies are shaped, and the teacher plays a key part in this process. In this paper, I analyzed teachers’ assessments of their teaching styles by comparing opinions of teachers in special middle schools and in integrated middle schools. These settings follow different educational paths and, consequently, different teaching styles might be used. In the study, I also took into consideration the location of settings (Warsaw and near Warsaw). I used the Teacher Behavior Questionnaire by Grzegorz Sędek (1995). It includes the following dimensions of teachers’ activities in class: encouraging curiosity and creativity, lack of control over the class, criticizing, pushing, demanding faithful reproduction, clarity of expression and movement, stimulating students’ initiative in class, visualization and concretization of the material, and reminding students of the need to learn.\u0000The study covered 121 middle school teachers, including 56 teachers in special schools and 65 teachers in integrated schools. The majority of respondents were women (81%). Most of the teachers had 10 to 20 years of service (30%) and were appointed teachers (47%) or chartered teachers (47%). The frequency of behaviors was presented as a percentage analysis. I assumed that the 0–20% range means that the teachers declare that they never show a given behavior, the 21–40% range – that a given behavior is rarely displayed, the 41–60% range – that the teachers sometimes behave in a given way, and the 61–80% range reveals frequent behaviors. The results above 80% indicate a very high frequency of a given behavior.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122339277","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

Activities of schools and institutions for deaf and blind children established on the initiative of Lviv Jews from 1871 through 1939 1871年至1939年在利沃夫犹太人的倡议下为聋哑和失明儿童建立的学校和机构的活动

Special School Pub Date : 2018-10-31 DOI: 10.5604/01.3001.0012.7276

Mirosław Łapot

{"title":"Activities of schools and institutions for deaf and blind children established on the initiative of Lviv Jews from 1871 through 1939","authors":"Mirosław Łapot","doi":"10.5604/01.3001.0012.7276","DOIUrl":"https://doi.org/10.5604/01.3001.0012.7276","url":null,"abstract":"The article describes the initiatives of the Jewish community in Lviv in the area of special education taken during the Galician autonomy period (1867–1918) and in independent Poland (1918–1939). It is based on little known references kept in Lviv and Cracow archives. Lviv Jews’ interest in the education of blind and deaf children was awaken by Vienna, where the first schools for the deaf and the blind in Europe had been established. The article presents the functioning of the first Jewish center for deaf children and adolescents on Polish lands – it was established by Izaak Józef Bardach in 1871. The institution functioned as a private school, supporting itself mainly through subsidies from the city of Lviv and from the local Jewish community till 1939 when it was incorporated into the state school for the deaf at Łyczakowskiej street. The Jews from Lviv contributed to the establishment of the first Jewish school for the blind in Poland. It was set up in Bojanowo in 1926 and transferred to Warsaw in 1936. The article expands the current state of research on the history of schooling for people with disabilities on Polish lands, showing the contribution of the Jewish community to the development of schools for the deaf and the blind.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121257170","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

Students with disabilities trapped in boredom 残疾学生陷入无聊

Special School Pub Date : 2018-06-30 DOI: 10.5604/01.3001.0012.1745

Leszek Ploch

引用次数: 0

Social and daily living orientation of students with a slight degree of intellectual disability - content and methodological aspect 轻度智障学生的社会及日常生活方向-内容及方法方面

Special School Pub Date : 2018-06-30 DOI: 10.5604/01.3001.0012.1748

V. Gladkaja

引用次数: 0

The environment of a prison school as described by imprisoned students 被监禁的学生描述的监狱学校的环境

Special School Pub Date : 2018-06-30 DOI: 10.5604/01.3001.0012.1747

Aneta Jarzębińska

{"title":"The environment of a prison school as described by imprisoned students","authors":"Aneta Jarzębińska","doi":"10.5604/01.3001.0012.1747","DOIUrl":"https://doi.org/10.5604/01.3001.0012.1747","url":null,"abstract":"The article presents the findings of a survey that covered 52 male convicts - students of the Center for Continuing Education at the Correctional Facility in Stargard, a city in northwest Poland. It examined their perception of selected elements of the prison school’s environment. It determined how they described themselves as students and what characteristics and behaviors they ascribed to their teachers. They were also asked to estimate the resocialization value of instruction and suggest possible changes to be made to the school environment.\u0000The survey showed that the respondents’ education followed a dubious course. Their main motivating factor for entering education at the prison school was their desire to gain new or additional qualifications as well as to leave the cell. The survey also showed that, first of all, it was a broad knowledge of the subject taught that the students attributed to their teachers. At the same time, they thought their teaching staff lacked the ability to stimulate motivation for change in students. In the respondents’ opinion, instruction turned out to be of moderate significance as compared to other means resocialization value is ascribed to. The students pointed to some deficiencies of the prison school environment. Their correction could translate into increased value of instruction in the prison. The too narrow and obsolete educational offer received the most negative feedback from the students. They had a lot of critical comments about the school’s infrastructure. They were particularly unhappy about school supplies, which they thought were too modest, and the lack of appropriate conditions for intellectual work in the cells.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123012171","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

History of the educational system for people with disabilities in Japan 日本残疾人教育制度的历史

Special School Pub Date : 1900-01-01 DOI: 10.5604/01.3001.0014.8476

Hanna Grzesiak

引用次数: 0

Adaptation and validation of Multidimensional Attitudes toward Inclusive Education Scale 全纳教育多维态度量表的适应与验证

Special School Pub Date : 1900-01-01 DOI: 10.5604/01.3001.0014.8473

K. Mudło-Głagolska

{"title":"Adaptation and validation of Multidimensional Attitudes toward Inclusive Education Scale","authors":"K. Mudło-Głagolska","doi":"10.5604/01.3001.0014.8473","DOIUrl":"https://doi.org/10.5604/01.3001.0014.8473","url":null,"abstract":"Polish researchers of teachers' attitudes towards inclusive education have not yet had a validity and reliable tool that could be successfully used in scientific research. The aim of the article is to present the adaptation and validation of the Multidimensional Attitude towards Inclusive Education Scale. A total of 556 teachers of all levels of education participated in the study, who completed the Polish version of the Multidimensional Attitudes towards Inclusive Education Scale, the Scale of Attitudes towards School Integration of Children with Disabilities, the Norwegian Scale of Teachers' Self-Efficacy and the Survey of Perceived Organizational Support. The factor analysis and the relationships between the variables were performed to confirm the theoretical validity and the scale reliability analysis.\u0000The study confirmed the three-factor structure of the Multidimensional Attitudes toward Inclusive Education Scale. The theoretical validity was also confirmed on the basis of positive relationships between the cognitive, affective and behavioral components of the attitude and the sense of self-efficacy, including motivating students and adjusting the program to students' needs, maintaining discipline and cooperation with parents, teaching students and cooperation with colleagues, perceived organizational support. Additionally, there was a positive relationship between the attitude components and a positive attitude to school integration and a negative relationship with a negative attitude to this integration. The reliability of the scale was confirmed in four trials.\u0000The article presents a validity and reliable tool for researching teachers' attitudes towards inclusive education, which may be a starting point for research on predictors and the consequences of these attitudes.\u0000\u0000","PeriodicalId":371798,"journal":{"name":"Special School","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123116888","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

Homework under the law 法律下的家庭作业

Special School Pub Date : 1900-01-01 DOI: 10.5604/01.3001.0014.8477

M. Długosz

引用次数: 0