Przekonania nauczycieli na temat edukacji włączającej. Raport z badań

Ćwirynkało, Katarzyna; Żyta, Agnieszka

doi:10.5604/0137818x.1177729

Cited by 4 publications

(6 citation statements)

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“…Higher results in the Polish sample may be associated with their high satisfaction with work, which would be in line with the research by Wiśniewski (1990) and their generally posi-tive attitudes towards inclusion (Ćwirynkało and Żyta 2015;Ćwirynkało and Myśliwczyk 2016;Żuraw 2016). This is also in accordance with prior research conducted in Poland and Croatia by Ćwirynkało et al (2017), which indicated that Polish elementary teachers received higher scores on two components of attitudes towards inclusion: affective (beliefs about the efficacy of inclusion) and cognitive (perceptions of students with mild to moderate disabilities).…”

Section: Discussionsupporting

confidence: 82%

“…Polish studies conducted among teachers indicate that they have a positive attitude towards integration and inclusion (Barańska & Sirak, 2015;Domagała-Zyśk, 2018) and see benefits of inclusion for both children with disabilities (Bartnikowska, Ćwirynkało & Żyta, 2016) and typically developing children (Bartnikowska, Ćwirynkało & Żyta, 2016). Teachers present a high level of acceptance for inclusion in case of students with milder forms of disability: hearing and visual impairment as well as mild intellectual disability (Ćwirynkało & Żyta, 2015;Uberman & Mach, 2016). The level of acceptance for the presence of students who are blind, deaf or with deep intellectual disabilities in the integration and public schools is definitely lower (Ćwirynkało & Żyta, 2015;Bąbka & Podgruszewska, 2016;Uberman & Mach, 2016).…”

Section: Teacher's Perception Of Educational Inclusionmentioning

confidence: 99%

“…Teachers present a high level of acceptance for inclusion in case of students with milder forms of disability: hearing and visual impairment as well as mild intellectual disability (Ćwirynkało & Żyta, 2015;Uberman & Mach, 2016). The level of acceptance for the presence of students who are blind, deaf or with deep intellectual disabilities in the integration and public schools is definitely lower (Ćwirynkało & Żyta, 2015;Bąbka & Podgruszewska, 2016;Uberman & Mach, 2016). Teachers also report concerns about their own competences to support students with special education needs: they see the need to train and improve their own skills (Bartnikowska, Ćwirynkało & Żyta, 2016;Bąbka & Podgruszewska, 2016;Skotnicka, 2016;Uberman & Mach, 2016).…”

Section: Teacher's Perception Of Educational Inclusionmentioning

confidence: 99%

“…Although some studies (e.g. Ćwirynkało and Żyta 2015;Žic Ralić, 2012) indicate that there have been a number of positive changes in the past several years, many schools still lack solutions and an atmosphere that could be called fully inclusive.…”

Section: Introductionmentioning

confidence: 99%

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The quality of inclusive education from the perspective of teachers in Poland and Croatia

Ralić

Cvitković

Żyta

et al. 2020

Hrvat. rev. rehabil. istraž. (Online)

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The aim of the study was to explore Croatian and Polish teachers’ opinions on quality of inclusive education. A sample of 173 teachers from Poland and 139 from Croatia completed the Scale on Quality Indicators for Inclusion – for Teachers. In general, teachers reported positive assessments of inclusion quality. Respondents from both countries gave highest ratings on the subscale Support monitoring and evaluation, while the lowest ratings were given on the subscale Teaching assistant support by Polish participants and on the subscale Resources for inclusive education by the Croatian sample. Poland teachers gave higher ratings than Croatian teachers on all the subscales except Teaching assistant support. The discussion makes an attempt to present how two different societal contexts shape the development and implementation of inclusion.

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Section: Discussionsupporting

confidence: 82%

Section: Teacher's Perception Of Educational Inclusionmentioning

confidence: 99%

Section: Teacher's Perception Of Educational Inclusionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The quality of inclusive education from the perspective of teachers in Poland and Croatia

Ralić

Cvitković

Żyta

et al. 2020

Hrvat. rev. rehabil. istraž. (Online)

Self Cite

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“…Although universal design is associated primarily with infrastructure projects, it is also used in so-called soft projects. 9 The aim of this type of design is to prevent marginalisation and exclusion of people with disabilities in particular. I will discuss this issue in the next section, presenting its various forms.…”

Section: Normalisation In the Sphere Of Creationmentioning

confidence: 99%

Diversity in education and the phenomenon of subtle marginalisation and infrahumanisation

Skotnicka

2019

ikps

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Beata Skotnicka, Diversity in education and the phenomenon of subtle marginalisation and infrahumanisation. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 53–82. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.03The article focuses on the issue of diversity in education. The aim of the study is to present the results of research on the perception of shared education of students with and without disabilities and to choose the most favourable form of education for students with disabilities. Awareness and legitimacy of these actions is widespread, but sometimes it is limited to declarations. The article posits the thesis that the condition for the effective pursuit of inclusive education is first of all a maturity for diversity and an internal consent to it, which manifests itself in attitudes that accept student with disabilities in a public school space. The article presents theoretical contexts regarding the issue of normalisation, subtle marginalisation and infrahumanisation.

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Wyznaczniki kształtujące sytuację ucznia z niepełnosprawnością w klasie ogólnodostępnej i integracyjnej – analiza dostępnych badań

Bartnikowska

Ćwirynkało

2018

ikps

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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.

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Przekonania nauczycieli na temat edukacji włączającej. Raport z badań

Cited by 4 publications

References 0 publications

The quality of inclusive education from the perspective of teachers in Poland and Croatia

The quality of inclusive education from the perspective of teachers in Poland and Croatia

Diversity in education and the phenomenon of subtle marginalisation and infrahumanisation

Wyznaczniki kształtujące sytuację ucznia z niepełnosprawnością w klasie ogólnodostępnej i integracyjnej – analiza dostępnych badań

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