- Author:
Izabela Bieńkowska
- E-mail:
izabela.bienkowska@wp.pl
- Institution:
University of Technology in Gliwice
- Author:
Krzysztof Polok
- E-mail:
sworntran@interia.pl
- Institution:
University of Bielsko-Biala
- Author:
Adam Sutkowski
- E-mail:
adamsutkowski88@gmail.com
- Institution:
University of Bielsko-Biala
- Year of publication:
2020
- Source:
Show
- Pages:
103-115
- DOI Address:
https://doi.org/10.15804/tner.20.59.1.08
- PDF:
tner/202001/tner5908.pdf
This article tries to examine the influence of using creative methods of teaching English on the language competency of Special Educational Needs (SEN) learners in mainstream Elementary Schools with integration classes in Poland. We questioned 64 English teachers working in such facilities throughout Poland. In the course of the research, we have proved the hypothesis that using creative techniques and approaches enhances growth of SEN learners’ language competency in an integration environment. Statistical tools are used to test answers to research questions. The first question measures the correlation between age, gender and seniority with the attitude towards implementing creative approaches, while the second concerns aspects of a creative teacher.
- Author:
Agnieszka Sakowicz-Boboryko
- E-mail:
agnieszka.sakowicz@uwb.edu.pl
- Institution:
Uniwersytet w Białymstoku, Polska
- ORCID:
https://orcid.org/0000-0001-5595-8249
- Author:
Dorota Otapowicz
- E-mail:
d.otapowicz@uwb.edu.pl
- Institution:
Uniwersytet w Białymstoku, Polska
- ORCID:
https://orcid.org/0000-0002-8036-1273
- Year of publication:
2024
- Source:
Show
- Pages:
63-78
- DOI Address:
https://doi.org/10.15804/kie.2024.02.03
- PDF:
kie/144/kie14403.pdf
Public school towards the inclusion of students with disabilities – diagnosis of selected problems
At the heart of inclusive education is ensuring that students with disabilities have access to high-quality education in a mainstream setting. The way to achieve this goal is to build a new model, a school better adapted to the needs of all students. The paper aims to present the school situation (educational and peer) of students with disabilities against the background of everyday educational practice implemented in many Polish mainstream schools. Adopting the position on the teachers’ fundamental role in designing the development and learning environment, the focus was mainly on their educational activities and attitudes towards inclusive education. Critical points of the didactic and educational process have been identified, which hinder the transition from school routine to education open to the diverse needs of all pupils, including those with disabilities. Significant obstacles to building cooperation, exchanging knowledge among students, and, consequently, increasing the level of social relations were identified, among which the legitimisation of individualistic values, often reinforced by the mechanism of competition, may be particularly important.