special education

Issues of Children with Disabilities as Reflected in the Jordanian Media from their Parents’ Perception: A SWOT Analysis

Author: Ali M. Alodat
Institution: Yarmouk University, Irbid
Author: Hisham A. Almakanin
Institution: Hashemite University
Year of publication: 2018
Source: Show
Pages: 271-283
DOI Address: http://dx.doi.org/10.15804/tner.2018.52.2.21
PDF: tner/201802/tner20180221.pdf

A SWOT study was conducted to analyze parents’ perspective on the degree to which Jordanian media covers issues of children with disabilities; the study sample consisted of 129 parents. The researchers constructed a scale consisting of 28 items; furthermore, validity and reliability coefficients of the scale were extracted. Results showed a moderate level of media coverage regarding issues of children with disabilities; social media was given the highest rating followed by visual and audio media, and lastly print media such as newspapers and magazines. However, the majority of media coverage addressed physical and health issues and communicative disorders. Finally, recommendations to improve practices were provided.

Special Education in the Context of Educational Shifts towards Inclusion

Author: Beata Papuda-Dolińska
Institution: Maria-Curie Skłodowska University in Lublin
Year of publication: 2018
Source: Show
Pages: 174-191
DOI Address: https://doi.org/10.15804/kie.2018.02.11
PDF: kie/120/kie12011.pdf

The paper analyzes a confusion in the special education field caused by paradigm shifts towards social model of disability and inclusive model of education of children with special needs. Theoretical considerations concern the changes in the subject of the special education field’s interests, terminology, teaching methods and methodology employed by a special education discipline. In the paper special education’s and inclusive education’s assumptions were confronted. As it turned out, in many points they are contradictory. Especially, the notion and practice of categorization rooted in traditional special education and demonstrable in special needs definition, teachers’ training or teaching methods seem to be very difficult challenges for implementation of inclusive education.

Pre-service Special Education Teachers’ Knowledge about Autism

Author: Ghaleb M. Al-Hiary
Institution: The Hashemite University, Zarqa
Author: Yusef M Migdady
Institution: Al Albayt University, Mafraq
Year of publication: 2019
Source: Show
Pages: 277-289
DOI Address: https://doi.org/10.15804/tner.2019.55.1.23
PDF: tner/201901/tner5523.pdf

There is a great deal of concern in respect to the increase autism prevalence rates. Teachers are responsible for teaching students in their classrooms. However, research findings suggest that special education teachers are underprepared and express ‘low” to “moderate” levels of knowledge about autism. Analysis of several databases revealed no studies concerning levels of knowledge about autism among pre-service special education teachers. The presented study aimed at investigating pre-service special education teachers’ levels of knowledge about autism. A test was developed for the purpose of this study. Further, a sample of 56 pre-service special education teachers responded to the study test. Participants were enrolled in a training session of 12 hours, 4 times a week. The participants responded to pre- and posttest. Results indicated that the levels of knowledge among the study sample was within the “low” range. However, this shifted toward the “moderate” levels after finishing the training. Additionally, there were no differences between male and female participants and year level in respect to the levels of knowledge about autism either before or after receiving the training. The participants differ in the levels of knowledge on GPA rating in the pretest results, but not the posttest results.

Integracja jako cel inkluzji. Pedagogiczne korzenie i aspekty spójności społecznej

Author: Marcin Wlazło
Institution: Uniwersytet Szczeciński
Year of publication: 2019
Source: Show
Pages: 45-57
DOI Address: https://doi.org/10.15804/kie.2019.01.03
PDF: kie/123/kie12303.pdf

Inclusion is often understood as a deeper integration, what means that integration itself loses its basic sense of a voluntary and spontaneous interpersonal relationship based on the equality of rights and equalization of life (developmental) opportunities. Integration as a pedagogical concept originates from the idea of the universal education known since the times of Jan Amos Komensky, and nowadays it refers into the philosophical and social contexts of the idea of freedom and equality, constituting an important aspect of the social cohesion policy. Quite rarely, attention is paid to the fact that social (including educational) inclusion can – in defiance of noble assumptions and without conscious intention – aim at dominating the included minority group. The proposal to think about integration as the purpose of inclusion concerns both activities undertaken on educational grounds (especially for students with special educational needs) and more general social policy.

Theoretical and pedeutological research output for inclusive education in the multicultural world

Author: Bronislava Kasáčová
Institution: Matej Bel University in Banská Bystrica
Year of publication: 2019
Source: Show
Pages: 117-126
DOI Address: https://doi.org/10.15804/em.2019.02.07
PDF: em/11/em1107.pdf

W artykule zaprezentowano główne teoretyczne i socjopolityczne argumenty tworzące tło dla inkluzji edukacyjnej. Uwypuklono w tym zakresie niektóre ważne zagadnienia związane z implementacją idei inkluzji w edukacji na gruncie humanistycznym i demokratycznym. Szczególną uwagę zwrócono na tzw. kluczowe kompetencje nauczycieli jako uczestników edukacji włączającej, a także na wymagania wobec personelu zarządzającego instytucjami oświatowymi. Artykuł prezentuje pewne sposoby rozwiązywania problemów w przyszłości, głównie poprzez edukację i szkolenie nauczycieli.

Special Education in the Twenty-Second Century?

Author: Marzenna Zaorska
Institution: Nicolaus Copernicus University in Toruń
Year of publication: 2014
Source: Show
Pages: 218-239
DOI Address: https://doi.org/10.15804/kie.2014.06.13
PDF: kie/106/kie10613.pdf

At present, not only the representatives of the world of science, but also ordinary inhabitants of the Earth follow evolutionary theories with interest. They ask themselves questions such as: Who are we in reality?, How have we developed in the history of humanity?, Have we indeed, as claimed by Charles Darwin, evolved from creatures who physically and intellectually were, colloquially speaking, no match for us?, Where are humanity and the human heading for and what will humans look like in the future?, What will the world be like in a few centuries? At a time when the dispute between the opponents and propagators of the theory of evolution is still hot, many scientists – assuming that evolution indeed takes place – wonder where this evolutionary process will lead us.

Konstytucyjne prawo do nauki uczniów z niepełnosprawnością i jego realizacja w systemie szkolnictwa ogólnodostępnego

Author: Małgorzata Zaborniak-Sobczak
Institution: Uniwersytet Rzeszowski
ORCID: https://orcid.org/0000-0002-0262-4787
Year of publication: 2022
Source: Show
Pages: 303-314
DOI Address: https://doi.org/10.15804/ppk.2022.05.24
PDF: ppk/69/ppk6924.pdf

The Constitutional Right to Education of Pupils with Disabilities and Its Implementation in the System of Mainstream Education

The subject of this article is to examine the constitutionally guaranteed right to education from the perspective of its implementation in the mainstream education system for pupils with disabilities. The aim of the material is to provide a synthetic indication of the shortcomings observed in this respect, which may, in a broader perspective, pose a risk to the law under consideration. The material has been developed by a “practitioner” educator, for whom the legal regulations, although constantly undergoing numerous modifications, sometimes not in a transparent way, constitute the basis for the reorganization of the Polish mainstream education system toward non-discrimination and equality for previously disadvantaged groups. The above numerous amendments are ultimately not conducive to change for the better, on the contrary – they arouse resistance on the part of the most important addressees and implementers of the reforms being introduced “in instalments” – teachers.

An Examination of the Relationship Between Self-concept and Creative/Non-Creative Attitude in a Sample of Polish University Students Who Major in Special Education

Author: Piotr Alfred Gindrich
Institution: Maria Curie-Skłodowska University, Lublin, Poland
ORCID: https://orcid.org/0000-0003-1185-8697
Author: Zdzisław Kazanowski
Institution: Maria Curie-Skłodowska University, Lublin, Poland
ORCID: https://orcid.org/0000-0002-2860-9817
Year of publication: 2022
Source: Show
Pages: 221-231
DOI Address: https://doi.org/10.15804/tner.2022.69.3.17
PDF: tner/202203/tner6917.pdf

This study aimed to examine the relationship between self-concept and creative/ non-creative attitudes among undergraduate students majoring in special education. A total of 99 Polish university students participated in the study. A creative/non-creative attitude – the dependent variable was examined by a Creative Behaviour Questionnaire by Popek. Students’ self-concept (including self-esteem) – the independent variable was assessed with a Tennessee Self-Concept Scale by Fitts. The outcomes of the regression analysis proved that the strongest predictors were found for non-creative (reconstructive) attitudes. The personal barriers to developing students’ creative attitudes (concerning self-concept) were identified. The article contains conclusions in conjunction with practical implications.

Assessment of Science in Special Education Schools: Teachers’ Perceptions and Practice

Author: Skribe Dimec D
Institution: University of Ljubljana
Author: Vlahinja K
Institution: Special education, 27. julij Primary School, Kamnik, Slovenia
Year of publication: 2013
Source: Show
Pages: 307-318
DOI Address: https://doi.org/10.15804/tner.13.34.4.25
PDF: tner/201304/tner3425.pdf

A shift from traditional methods of teaching science to modern and better suited to pupils can be noticed in Slovenian primary schools. They should also be followed by assessment both in regular primary schools and special education schools. The purpose of this study was to find out the perceptions of special education teachers about their own practice of science assessments and their actual practices. A questionnaire and authentic written tests were used for the research. Comparative analysis revealed considerable inconsistency between perceptions and practices. The greatest differences were found in the cognitive levels of knowledge and process skills. The research results raise teachers’ awareness and thus enable changing of their practices.

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