Inclusive education as idea of education appeared in the 1990s. The main aim of inclusive education is full participation, opposition to exclusion of anyone from the possibility of education together with their peers, in their place of residence. It draws attention to the necessity to change the educational policy. In the inclusive education most important are needs (special needs) and oportunities of students, and support. One of the important conditions for the implementation of the idea is proper preparation of teachers for inclusive education. Analyzes of international experience indicate that there are similar problems in most countries. It is worth to recognize them, to take systemic action as soon as possible leading to the change of unfavorable indicators in Poland.
The text is dedicated to the subject of support in education involving one of the groups of students with special educational needs - foreign students. Compared to other groups of pupils from the SPE, it is a small population of students in Poland. It represents less than 0.4% of students with special educational needs. The problems of foreign pupils, both in relation to education and social integration in the country they came to, are specific even within the group of pupils from the SPE. However, as the research results on the issue indicate, among others due to the small population of foreign pupils in Poland, teachers regard the problem of social inclusion of immigrant pupils as hypothetical, unrealistic. According to the concept of inclusive education, it is assumed that support in development is to be dedicated to all students regardless of whether they constitute a group: easily identifiable as part of the current categorical approach to the diagnosis of needs, numerous or less numerous, with permanent and serious development disorder or less serious problems, requiring only temporary support and small adjustments. In each case, however, it is necessary to diagnose the needs not only of students and their families, but also teachers and educational staff to introduce systemic changes, so that the support is no longer stigmatizing for the student, and was associated with selfacceptance, self-awareness and the desire to maximize predisposition and developmental potential of a person.
Książka Edukacja alternatywna na rzecz demokracji w edukacji jest pokłosiem wymiany poglądów uczestników VII Międzynarodowej Konferencji "Edukacja alternatywna -dylematy teorii i praktyki", która od wielu lat wpisuje się w cykliczne sesje naukowo-oświatowe zainicjowane przez profesora Bogusława Śliwerskiego. Już sam tytuł wskazuje, że mamy do czynienia z szerokim ujęciem problemu poszukiwania nowych dróg i odnajdywania tych częściowo "zapomnianych" w pedagogice, które mają prowadzić do zmiany współczesnej edukacji. Jest w nim (w tytule) zapowiedź pewnego rodzaju wskazań dla swoistych procesów edukacyjnych, które mają miejsce w palcówkach oświatowych, a których punktem docelowym ma być szeroko rozumiana demokracja, a nawet demokracja partycypacyjna. Sami opiekunowie naukowi "projektu" wskazują we wstępie, że "znajdziemy tu zatem cały wachlarz problemów: od zagadnień teorii pedagogicznej do operacjonalizacji teoretycznych zagadnień w szkolnej codzienności, od edukacji formalnej do nieformalnych projektów edukacyjnych, od opisu zależności, w jakie uwikłana jest szkoła, do autonomicznego tworzenia i urzeczywistniania celów kształcenia i wychowania, od ideologicznych postulatów pedeutologicznych do propozycji zmian w przygotowaniu nauczyciela do pracy dydaktycznej i wychowawczej" 1 .Na całość składa się dwadzieścia dziewięć tekstów, podzielonych tematycznie na trzy części: "Teoretyczne i metodologiczne dylematy alternatywności pedagogiki i pedagogii"; "Pedagogika Janusza Korczaka -współczesna recepcja idei a procesy demokratyzacji szkoły"; "Pedagogika alternatywna w praktyce". Wszystkie zamieszczone artykuły zostały starannie dobrane pod względem spójności tematycznej oraz powiązania wewnątrzrozdziałowego. Poniżej scharakteryzuję poszczególne części, odnosząc się do pojedynczych tekstów.Zofia Agnieszka Kłakówna: Czy polska szkoła ma szansę na zmianę? W swoim tekście autorka poszukuje odpowiedzi na postawione w tytule pytanie. Odnosi się do charakterystyki współczesnej szkoły, wskazując na jej potoczny ________________
The article is devoted to the implementation of inclusive education in the Polish education system. It presents the theoretical assumptions of the functioning model of Specialist Support Centers for Inclusive Education (in polish: Specjalistyczne Centra Wspierające Edukację Włączającą = SCWEW) and an outline of current activities in the field of pilot implementation of these innovative institutions, which are to be ultimately created in each district on the basis of selected special schools. SCWEWs are a solution that combines satisfying the needs of support for mainstream schools implementing inclusive education with rational management of human resources in special schools and their teacher’s experience. The first results of the research undertaken by the authors on the shaping of the new role of special schools undertaking the tasks of SCWEWs were also presented. The previous stages of the pilot were described, emerging in the form of a spiral of actions.
Beata Jachimczak, Education for Peace in Diversified Groups: Opportunities and Threats. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 13–27. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.01The text addresses the problem of social changes related to the interpenetration of people with different cultures, religions, skills or nationalities in a common space, which also means that education is becoming more and more diverse in educational institutions. The transition from homogeneous groups to diverse groups in education has been and continues to be difficult due to many social, organizational and financial barriers. The analysis presented here relate to education for peace as a significant focus on a school (group) open to any individual difference as a resource for understanding oneself and the Other.
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