- Author:
Barbara Ostafińska-Molik
- E-mail:
b.ostafinska-molik@uj.edu.pl
- Institution:
Uniwersytet Jagielloński w Krakowie
- ORCID:
https://orcid.org/ 0000-0001-5093-3069
- Author:
Joanna Olszewska-Gniadek
- E-mail:
j.olszewska-gniadek@uj.edu.pl
- Institution:
Uniwersytet Jagielloński w Krakowie
- ORCID:
https://orcid.org/ 0000-0002-3853-6615
- Year of publication:
2020
- Source:
Show
- Pages:
135-153
- DOI Address:
https://doi.org/10.15804/kie.2020.03.08
- PDF:
kie/129/kie12908.pdf
The article draws attention to the difficulties in functioning as a pupil and peer of children of other cultures (migrants) who have to find themselves in a new educational and social reality after coming to Poland. There will be special analysis made of migrant children (of other nationalities), who mainly face language competence deficits and, consequently, adaptation and educational problems. The educational system has to more often face the new challenges of teaching and bringing up multicultural students (belonging to different national, ethnic, linguistic, and religious). For them, Polish is usually a foreign language that significantly influences the quality of their social contacts and educational achievements. Language proficiency is therefore crucial for school success and integration. One of these challenges is to accurately and reliably identify the needs of students with multiple difficulties at different levels of education to organize effective psychological and pedagogical assistance. The article draws attention to the key elements of the diagnostic process which include: a diagnostician, a child, a parent (subjects in the research relationship), and research methods and tools (subjects). The issue of limitations of the process of diagnosing specific learning and social difficulties becomes particularly important here, as well as identification of barriers resulting from the search for effective assistance solutions.
- Author:
Monika Alfut
- Institution:
Nowy Dwór Mazowiecki
- Year of publication:
2020
- Source:
Show
- Pages:
271-283
- DOI Address:
https://doi.org/10.5604/cip202014
- PDF:
cip/18/cip1814.pdf
Artykuł przedstawia podstawowe zasady udzielania pomocy psychologiczno-pedagogicznej w szkole. Autor przywołuje raporty z badań nad uczniami o specjalnych potrzebach edukacyjnych. Analizuje zmiany w udzielaniu wsparcia uczniom oraz przeszkody, które pojawiły się po wybuchu pandemii COVID-19. Prezentuje konsekwencje dla edukacji i zdrowia psychicznego dzieci po przejściu placówek oświatowych w tryb nauki zdalnej. Szuka rozwiązań z rekomendacji konkretnych działań edukacyjnych, wychowawczych i profilaktycznych. Odwołuje się do najnowszego programu Ministerstwa Edukacji i Nauki o wsparciu psychologiczno-pedagogicznym dla uczniów i nauczycieli.
- Author:
Małgorzata Zaborniak-Sobczak
- E-mail:
mzaborniak@ur.edu.pl
- 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.