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Uzimajući u obzir osobne i okolinske prepreke, osobe sa stečenim fizičkim teškoćama prolaze kroz mnoge stresne situacije. U radu se ispituju strategije suočavanja koje rabe studenti s tjelesnim teškoćama. Cilj je ispitati korelaciju između uvjerenja o sebi i svijetu (samopoštovanje, samopouzdanje i nadanje) i strategija suočavanja kod studenata s fizičkim teškoćama. U istraživanju je sudjelovalo 111 studenata sa stečenim fizičkim teškoćama uključujući ozljede kralježnične moždine i različite druge teškoće s kralježnicom. Provedeno je kvantitativno, transverzalno istraživanje i primijenjene su poljske inačice sljedećih instrumenata: Coping Orientations to Problems Experienced (COPE) (Wrześniewski, 1996), Rosenberg Self-Esteem Scale (SES) (Dzwonkowska et al., 2008), General Self-Efficacy Scale (GSES, Schwarzer, Jeruzalem) (Juczyński, 2001), Basic Hope Inventory (BHI) (Trzebiński and Zięba, 2003b). Provedene su analize deskriptivne statistike, korelacije (Pearsonov koeficijent korelacije) i regresijska analiza. Rezultati istraživanja pokazuju da uvjerenja o sebi i svijetu imaju prediktivnu funkciju u objašnjavanju strategija suočavanja koje rabe studenti s fizičkim teškoćama. Također otkriveno je da uvjerenja kao što su samopoštovanje, samopouzdanje i nadanje pomažu u objašnjavanju variranja pojedinačnih strategija suočavanja, s obzirom na intenzitet i prirodu korelacije. Konačno, nizak postotak objašnjene varijance strategija suočavanja kod studenata s fizičkim teškoćama upućuje na važnost drugih varijabli koje nisu uključene u ovo istraživanje. Rezultati se promatraju u kontekstu prethodnih istraživanja.

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Background Many fathers with intellectual disabilities experience some difficulties in fulfilling their parenting role due external factors. The quality of their parenting depends on various factors, including the availability and adequacy of support. The aim of this study was to understand the lived experiences associated with social support of fathers with intellectual disabilities. Method The organisation of the research and data analysis were carried out in accordance with Interpretative Phenomenological Analysis. Semi‐structured interviews were conducted with 20 fathers with intellectual disabilities. Results In the analysis, three interrelated themes emerged: Discrepancies between needs and provision of support; Discriminatory practices and feeling (dis)empowered; and Recognition of support. Conclusions Fathers described negative aspects of their experiences that were not conducive to strengthening paternal competences and led to a sense of loneliness. Positive aspects also emerged, indicating that fathers were determined to fulfil their role despite the lack of adequate support for their needs.

ObjectiveThe article presents research findings whose aim was to understand the lived experiences of fathers with intellectual disabilities referring to child protection proceedings they were involved in as fathers and the meanings ascribed to these experiences.BackgroundParents with intellectual disabilities face a high risk of having their children removed and being involved in child protection procedures. The overwhelming majority of studies focus on mothers. Little do we know about fathers' perspective.MethodThis study applies a qualitative approach, using in‐depth interviews and interpretative phenomenological analysis to explore the experiences of 14 fathers with intellectual disabilities who were involved in child protection procedures concerning their children. To allow a deeper understanding of the lived experience of the participants, it includes both fathers who lost custody of their children or were threatened with loss of custody.ResultsIn the process of analysis, four main themes emerged: (a) adverse experiences, (b) a range of emotions—between despair and giving up, (c) lack of control, and (d) advocacy in promoting their own rights.ConclusionFathers with intellectual disabilities reported being discriminated against on the basis of sex and disability in child protection procedures. Nonetheless, they were determined to fight for their parental rights.ImplicationsIt is important to focus on gender in research into parenting by people with intellectual disabilities. This will create an opportunity to learn about the needs and problems of mothers and fathers and to provide adequate support.

Węgierski system oświaty charakteryzuje się najbardziej atypowym rozwojem w całej Europie (Ugrai, 2016). Przez wiele lat panował w tym kraju segregacyjny model edukacji dzieci i młodzieży z niepełnosprawnościami. Zmiany społeczno-polityczne, jakie nastąpiły po upadku komunizmu, czyli na przełomie lat 80. i 90. XX w., wiązały się z pojawieniem się nowych trendów edukacyjnych i rehabilitacyjnych w podejściu do tej grupy uczniów. Artykuł jest pokłosiem wizyty studyjnej autorek na Uniwersytecie Nyugat-Magyarországi Egyetem (University of West Hungary) w Sopronie. Możliwość zwiedzenia placówek dla dzieci bez i ze specjalnymi potrzebami edukacyjnymi (SPE) okazała się inspiracją do dalszych poszukiwań badawczych w celu zgłębienia problematyki kształcenia dzieci ze SPE na Węgrzech. W pierwszej części artykułu szczegółowej analizie poddano takie zagadnienia, jak: system kształcenia (obowiązek szkolny, etapy edukacyjne, rodzaje szkół), historia kształcenia specjalnego na Węgrzech (począwszy od powstania pierwszych szkół specjalnych, do analizy ważniejszych regulacji prawnych po okresie transformacji politycznej wraz z opisem procesu diagnozy, orzecznictwa i selekcji uczniów do kształcenia specjalnego), wdrażanie idei inkluzji (proponowane rozwiązania i trudności). Część drugą poświęcono refleksjom z wizyty studyjnej, umieszczając ją w trzech odsłonach obrazujących zwiedzane placówki: przedszkola, szkołę specjalną dla osób z niepełnosprawnością intelektualną, placówkę specjalną dla uczniów z uszkodzeniem słuchu, zaburzeniami mowy oraz problemami emocjonalnymi i behawioralnymi.

Integrative/inclusive education has become a reality, but its effects on students with disabilities are not always obvious. The paper, which is based on the analysis of available research, shows multidimensional determinants of the success of school integration/inclusion of students with disabilities. The authors focused on the main aspects: school achievement and peer relationships which shape the situation of these students.