Psychological and Pedagogical Care for Children with Special Educational Needs – a System in Poland

Baczała, Ditta; Bąbka, Jarosław; Nowicka, Agnieszka

doi:10.12775/pbe.2018.001

Cited by 3 publications

(4 citation statements)

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“…The "democratic school" is also a valuable concept. And it should be noted that this term has disappeared, almost disappeared from our pedagogical literature [4][5][6]. 1.…”

Section: Probable Valuable Portrait Of Modern Russian Schoolmentioning

confidence: 99%

The role of real humanism in the digitalization of schools: methodological aspects

Eroshenko

Melnik

2021

E3S Web Conf.

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The introduction of digitalization in the educational space causes anambiguous reaction. Some consider it a tool for solving the problems accumulated in school, while others openly define it as a factor in the school dehumanization. In order to understand what digitalization brings to the schools, you need to know the goal of implementing it. The author believes that in the broadest sense school and society form a single whole. In connection with the rapid update of technologies in the production and non-production spheres, there is a need to add managerial relations in the labor sphere with pedagogical ones. Complicated out-of-school conditions for younger generationeducation force the school itself to work more closely in synergy with society, and for this a democratic public schoolmust exist. A school that uses the “digitalization of the educational space” tool will have to implement the function of connecting with the past, determining its place in the present and future. Consequently, the school also performs the function of spiritual confrontation in hybrid wars. Skilful use of the “digitalization of the educational space” will create conditions in which the school can be useful for production and vice versa. The role of school in interaction with society is increasing due to the transformation of the cognition process into the main type of human activity. The tool of digitalization should be used in the environmental education and the entire society, since ecology currently includes all the pressing problems of humanity.

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“…The "democratic school" is also a valuable concept. And it should be noted that this term has disappeared, almost disappeared from our pedagogical literature [4][5][6]. 1.…”

Section: Probable Valuable Portrait Of Modern Russian Schoolmentioning

confidence: 99%

The role of real humanism in the digitalization of schools: methodological aspects

Eroshenko

Melnik

2021

E3S Web Conf.

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“…Jedni autorzy ukierunkowali badania na zadania realizowane przez nauczycieli dotycz¹ce specjalnych potrzeb edukacyjnych uczniów (Bidziñski, Giermanowska, Ozga, Rutkowski 2013). Inni podjêli problem przygotowania nauczycieli do pracy z uczniami z ró¿nymi niepe³nosprawnooeciami w systemie inkluzyjnym (Bacza³a, B¹bka, Nowicka 2018a, 2018b. S¹ te¿ badacze, którzy ograniczyli badania do okreoelonej grupy wychowanków ze specjalnymi potrzebami edukacyjnymi w systemie w³¹czaj¹cym, tj.…”

Section: Przygotowanie Szkó³ Ogólnodostêpnych Do Realizacji Edukacji unclassified

Edukacja inkluzyjna, aby nie była iluzją...

Bąbka¹,

Nowicka²

2019

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Edukacja inkluzyjna, aby nie by³a iluzj¹… Wobec przemian wspó³czesnego oewiata wzrasta zapotrzebowanie na interwencje edukacyjne, które z jednej strony s³u¿¹ harmonijnemu rozwojowi ludzi, a drugiej strony akceptacji ró¿norodnooeci, likwidacji wykluczenia. Rozwa¿ania wpisuj¹ siê w dyskurs myoelenia o inkluzji jako o imperatywie moralnym, zasadzie politycznej, otwartooeci na ró¿nice poprzez usuwanie barier edukacyjnych i przeciwdzia³anie naznaczaniu innooeci. W opracowaniu omówiono istotê edukacji inkluzyjnej jako filozofii edukacji, polityki ooewiatowej oraz oecie¿ki kszta³cenia w odniesieniu do uczniów ze specjalnymi potrzebami edukacyjnymi. Ponadto przedstawiono wyniki badañ do-tycz¹ce przygotowania polskich szkó³, w tym nauczycieli, do realizacji idei edukacji inkluzyjnej. Dope³nienie artyku³u stanowi¹ rozwa¿ania, w których zderzono ze sob¹ mocno idealistyczny charakter inkluzji z realiami szkolnictwa, które zmienia siê, ale jawi siê jeszcze ci¹gle jako zbiurokratyzowane, opresyjne, nastawione na masowooeae oddzia³ywañ. S³owa kluczowe: inkluzja, edukacja, specjalne potrzeby edukacyjne, ró¿nice Inclusive education may not have been an illusion… In view of the transformation of the modern world, the demand for educational interventions is increasing, which on the one hand serves the harmonious development of people and the other part of exclusion. The considerations are part of the discourse of thinking about inclusion as a moral imperative, a political principle, openness to differences by removing educational barriers and counteracting the labeling of otherness. In the article, there was discussed the essence of inclusive education as a philosophy of education, educational policy and learning pathways in the context of students with special educational needs. In addition, research results were presented on the preparation of Polish schools, including teachers to implement the idea of inclusive education. The completeness of the article is a consideration in which they are compared the very idealistic nature of the inclusion with the reality of the education which is changing, but still appears as an intense bureaucratic, oppressive and massive action.

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“…The subjective ones include the teacher's unprofessionalism, his inability not to overload the student unnecessarily, his lack of knowledge of advanced learning technologies, overloading with optional types of education. Objective ones include the quantitative growth of knowledge and experience that form a culture that a person needs to master in order to socialize in modern society [1][2][3][4]. The problem is that the modern generation is not able to perceive large amounts of information, for example, an academic lecture given without visualization.…”

Section: Introductionmentioning

confidence: 99%

“…The perception of modern students is aimed at a bright visual image, which is how they are used to more effectively perceive and assimilate information. Thus, the generation of modern students has developed different ways of receiving, perceiving and assimilating information as well as ways of thinking and understanding than the previous generations, which is one of the main reasons for the problems faced by the higher education system today [4][5][6][7][8][9][10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

Potential of synergistic didactics in social and humanitarian knowledge

et al. 2020

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The article raises the problem of forming a new didactics on the methodological basis of synergetics. The new didactics should reflect the cognitive features of the perception of the modern generation, the features of socialization of modern youth. The authors reveal the difference between the new didactics and the old, classical didactics. The methodological and methodological basis of the new didactics is the gnoseological tools of modern post-non-classical science. The sociology course program is considered as a practice of implementing the new didactics, which is one of the central courses in the concept of social and humanitarian knowledge in higher education institutions. Our task is to look for the possibilities of this new didactics based on the conceptual directions of the post-non-classical paradigm. Synergetics as a methodology that actually functions in scientific and educational practice can be divided into two branches: formal synergetics and metaphorical.

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Psychological and Pedagogical Care for Children with Special Educational Needs – a System in Poland

Cited by 3 publications

References 5 publications

The role of real humanism in the digitalization of schools: methodological aspects

The role of real humanism in the digitalization of schools: methodological aspects

Edukacja inkluzyjna, aby nie była iluzją...

Potential of synergistic didactics in social and humanitarian knowledge

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