People with disabilities form a group which is threatened by social exclusion. Social sciences are becoming more and more concerned about social capital issues in terms of creating programmes for social inclusion of various marginalised groups. The paper discusses selected concepts of social capital according to James Coleman, Nan Lin, Francis Fukuyama and Robert D. Putnam. The author of the paper has made a comparative analysis of the results of various authors’ research on the social capital of the non-disabled (fully-fit) and the disabled in terms of: (1) social networks, (2) social trust, (3) compliance with social rules, social exchange and cooperation, (4) communication skills and (5) feeling of physical and mental health. The paper presents argumentation on a macrosystem, mesocosm and microsystem level justifying the need to use social capital as a theoretical support for creating social inclusion network in relation to the disabled. The issue is to leave a charity and paternal model applied in the activities for persons with disabilities and to follow the model of inclusion and participation. The discussion is supplemented by a description of challenges that special education is facing in terms of further research work on social capital.
The number of students with special educational needs continues to increase in Polish mainstream schools. The obligatory psychological and pedagogical support for children with special educational needs in Poland operates on the basis of normative acts developed by the Ministry of Education. This assistance is targeted at students of Polish state schools (primary and secondary), which also teach children and young adults with this kind of needs within the framework of inclusive education. The study in quantitative strategies (quantitative research) was conducted among the teaching staff in Polish schools located in large cities. The number of participants in the sample was approximately 130 teachers and the instrument used was a questionnaire prepared by the authors. The research concerned the effectiveness of psychological and pedagogical assistance provided to pupils with special educational needs. The research results indicate that the current scheme in Poland requires new legislation and urgent interventions, especially in terms of qualifications of teachers who work with pupils with special educational needs.
W artykule podjęto problem tożsamości negatywnej, wyrażającej się w zachowaniach ryzykownych u młodzieży w okresie wczesnej adolescencji. Tożsamość negatywna może mieć u dorastających charakter przejściowy, ale może też zostać utrwalona na skutek różnych czynników, co w dalszej perspektywie prowadzi do negacji norm kulturowych i prawnych oraz przyswajania kultury przestępczej. Kontekst teoretycznych rozważań stanowi koncepcja, socjalizacji w opracowaniu Klausa Hurelmana, ujęcie psychospołecznego rozwoju ego według Erica H. Eriksona, koncepcja społecznego środowiska rozwoju Urie Bronfenbrennera, a także rozważania na temat ponowoczesności Zygmunta Baumana i społeczeństwa ryzyka Urlicha Becka. Analiza i interpretacja wyników badań jakościowych pozwoliła potwierdzić występowanie zachowań trudnych u adolescentów z niepełnosprawnością intelektualną oraz zidentyfikować cztery grupy czynników ryzyka tożsamości negatywnej: 1) dotyczących dysfunkcjonalności środowiska rodzinnego, (2) związanych ze szkołą oraz nieadekwatną ofertą edukacyjną, (3) odnoszących się do niepełnosprawności i reakcji na nią otoczenia społecznego, (4) uwzględniających przemiany społeczno-kulturowe.
Inclusive education is an expression of the educational system transformation and the transfer from focusing on adapting a pupil with special needs to school onto adapting teaching conditions to the pupul’s special needs. In this context, inclusive education is shown as a specific kind of intervening into the process of an individual’s socialisation having a double character of changes: in people, and in culture, which supports people’s development and building the inclusive society, in which people can experience unity in diversity. Cooperative learning is an educational strategy, which makes it possible to create a pro-inclusive social context and to develop pupills’ cognitive and social competencies necessary to function in a heterogenic community. The deliberations can be completed with the analysis of the selected factors conditioning cooperative learning in relation to pupils with disabilities and their non-disabled schoolmates. They are: (1) experience related to cooperation; (2) personal characteristics of pupils and (3) pupils’ preferences related to exercising task roles.
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