Artykuł opisuje kwestie wyłaniania się dyskursu emancypacyjnego w pedagogice specjalnej. Nie ujmuje go przy tym jako tworzenia się odrębnej subdyscypliny, ale jako wysycanie treściami i wartościami emancypacyjnymi współczesnego podejścia do kwestii niepełnosprawności. Tekst przedstawia źródła zainteresowania problematyką emancypacji w polskiej pedagogice specjalnej oraz analizy ukazujące kategorie „podmiot” i „osoba” wśród głównych pojęć związanych z (sub)paradygmatem emancypacyjnym w tej nauce. Punktem wyjścia do tych analiz jest personalistyczne ujęcie Etyki chronienia, jako aksjologiczna podstawa działań wspierających osoby z niepełnosprawnością.
Students’ speech, language and communication disorders can occur as the main or only developmental problem or they can also be linked to other special educational needs. The educational law associates the former with the need for psychological and pedagogical services resulting from language competence deficits and disorders. The latter includes other difficulties, for example, most disabilities. Compensating for speech, language and communication problems is a major challenge for the education system, especially for pre-schools and public schools implementing inclusive education programmes. They can help children and pupils with these problems mainly through individual rehabilitation and speech therapy classes. However, it is difficult to identify the individuals requiring assistance, as well as to provide detailed diagnoses and design the support. This article aims to provide more information about these issues and to outline the broader educational context for the other articles in this issue of the journal.
Dorota Podgórska-Jachnik, Pedagogika emancypacyjna a pedagogika specjalna -kluczowe kategorie w emancypacyjnym dyskursie niepełnosprawności [Emancipatory pedagogy and special education -the key categories in emancipatory discourse of disability]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 10, Poznań 2015. Pp. 15-32. Adam Mickiewicz University Press. ISSN 2300-391XInterest of special education in the issue of emancipation emerges from an opression, often experienced by people with disabilities. Emancipation is usually understood as liberation from all kinds of dependence, oppression or fear, as the attainment of self-reliance and independence. This justifies the importance of stimulating the activity of emancipation by special educators. The issue, however, is a way of shaping emancipation competences. Although the emancipatory paradigm has not yet been fully utilized within this sub-discipline, it seems to be an inspiring research perspective. The article presents the key issues, discourses and concepts associated with the paradigm of emancipation in special education.
The article is devoted to the problems of disability seen through the prism of needs, both those referred to as special (special educational, developmental, professional needs), as well as those universal. The term (special) needs were analyzed, in particular the problem of losing its basic, psychological significance in the special pedagogy of recent years, as well as its theoretical and practical explorations in relation to nursing-compensating, educational and therapeutic activities. Text points attention to the need to update analyzes consistent with the idea of inclusion, in relation to the issue of the needs of people with disabilities, as a motivating factor and compensation area.
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.
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