Between Mobility and Inclusion: The Position of Mother Tongue Instruction in Sweden and Denmark

Author(s): Inga Broerse / Language(s): English Issue: 18/2020

Migration to Scandinavia has taken place quite similarly in Sweden and Denmark since the Second World War. However, from the 1980s onwards, Sweden and Denmark have become increasingly dissimilar in terms of migration policy, which went hand in hand with education policy for newcomers. Mother tongue instruction for newcomers may improve the process of integration and social cohesion; nevertheless, this is provided for differently in Sweden and Denmark. This study takes into account different social dynamics in order to research what the position of mother tongue instruction is in policy documents and media discourse in both Sweden and Denmark, to determine what the effects of mother tongue instruction are, and subsequently to figure out what is necessary to find the balance between mobility and inclusion – all these for creating further social cohesion and avoiding segregation.

Special educational minimum for teachers – working with a pupil with special educational needs in a classroom

Author(s): Jana Zvědělíková / Language(s): English Issue: 16/2020

Stavovi hrvatskih građana prema djeci s teškoćama u razvoju

Author(s): Matilda Nikolić Ivanišević,Andrea Tokić,Ana Slišković,Marina Vidaković,Jelena Ombla / Language(s): Croatian Issue: 2/2022

The study aimed to investigate attitudes towards children with disabilities and differences in attitudes depending on the socio-demographic characteristics of the respondents, their previous experience in contact with children with disabilities and their level of knowledge on the subject. The research was conducted on a representative sample of adult citizens of the Republic of Croatia (N = 600) using the telephone interview method. The results show that adult citizens of Croatia have an extremely positive attitude towards children with disabilities: 86% of participants feel somewhat or completely comfortable in their proximity, 93% of participants make contact, and 70% of participants state that there is no social distance from children with disabilities. Women feel more comfortable around them compared to men. Individuals with lower education and older age express greater social distance, but older participants have a more open approach to children with disabilities. Higher levels of knowledge were associated with more positive attitudes toward all components. Knowing a child with disabilities positively affected the affective and behavioural components of the attitude, while (not) having a child with difficulties in the family was not related to any component of attitude. The results of this research show that children with disabilities are well accepted in our society and highlight the role of knowledge and contact in combating the stigmatisation of vulnerable groups.

TOWARDS THE DIFFERENT: A CASE STUDY OF A SYRIAN ASYLUM SEEKER IN CROATIAN SCHOOL CONTEXT

Author(s): Irena Klasnic,Marina Đuranović,Marina Lucin / Language(s): English Issue: 5/2022

Migrations and migrants have been in the focus of interest and activities of many governments, organizations, and institutions, both worldwide and in Croatia. According to international policies, children who seek or are under international protection have the right to education. To access the education system of the Republic of Croatia more easily, they are given the opportunity to attend Croatian language preparatory or remedial classes.The research aim was to determine the needs and challenges posed by the inclusion of a Syrian asylum seeker in a Croatian primary school. The qualitative approach was applied. The case study presents a ten-year-old Syrian girl, attending a primary school in Zagreb. The data were gathered with the use of semi-structured interviews with the girl's sister, teachers in the primary school, and her classmates. In order to gain a deeper insight into the girl's functioning in the school context, notes made by teachers during observation of the girl’s performance in the course of the educational process were gathered and analysed. Guidelines and recommendations were developed that could have a positive impact on quality inclusion of children refugees and asylum seekers in the Croatian education system.

Open Science versus Data Protection – Challenges and Solutions in Sign Language Acquisition Studies

Author(s): Vera Kolbe / Language(s): English Issue: Spec. Iss./2022

Research within Deaf communities needs to adhere to the ethical requests of the partner communities involved. These ethical requests can be met via open science practices that are implemented in the project strategies of the European Commission. Open science refers to transparent, collaborative, and accessible research including citizen science. However, researchers studying the acquisition of sign languages are challenged by the General Data Protection Regulation implemented by the European Parliament. Researchers who study sign languages frequently handle personal data, i.e. video data. Such data cannot be fully pseudonymised since facial expressions contain relevant linguistic inputs and cannot be blurred. Hence, strict data protection measures are necessary, but these measures are contradictory to open science practices. How can we meet the demands of the data protection regulations, as well as enable open science practices. This article identifies strategies used in a sign language acquisition study involving more than 100 sign language videos of children’s narrations, which was conducted at the Department of Sign Language Pedagogy and Audio Pedagogy, Humboldt-Universität zu Berlin, Germany.

SPEAR-SWERLING, L.: Structured Literacy Interventions. Teaching Students with Reading Difficulties, Grades K-6. New York: The Guilford Press, 2022. 1. vydanie. 244 s. ISBN 978-1-4625-4878-1

Author(s): Martina Zubáková / Language(s): Slovak Issue: 2/2022

Pedagogika cyrku - jako metoda pracy z uczniem niedostosowanym społecznie

Author(s): Anna Wojszel / Language(s): Polish Issue: 17/2020

The article presents the original program, developed by the author, which utilizes the cir-cus pedagogy in work with students who exhibit various levels of social maladjustments, behavioral and emotional disorders. It has been implemented by the author for 10 years in a Special Primary School no. 1 in Różanystok which is a host for boys in regard to whom a Family Court has ruled application of the educational measure in the form of placement in a corrective institution. In the beginning of the article the context and target group of the program is described and its various deficits explained, along with the description of symptoms and sources of the maladaptive behaviors. In the following chapter the theoret-ical basis of the program are addressed. First of them, the creative resocialization, is defined as a creative resocializing activities based on designed cultural, technical and auxiliary methods. The assumptions and course of the therapy is outlined. The second method, circus pedagogy, constitutes the core of the program. It is defined as a combination of exe-cuting circus activities and artistic skills with pedagogical goals and contents. Further, the educational, didactic and cognitive benefits of the method are presented, followed by a description of various researches proving the effectiveness of the method. In the fol-lowing chapter goals of the program are outlined, the main goal being increase in quality and effectivity of learning among the students with social maladjustments and behavioral disorders. The table containing particular goals and growth indicator follows. Furthermore, the framework and assumptions of the program are discussed. The 8 thematic blocks are presented. The content of the paper is concluded with the description of observed positive changes in psychosocial functioning of the target group.

Kształcenie dzieci imigrantów

Author(s): Teresa MILÓWKA / Language(s): Polish Issue: 19/2022

The article undertakes the problem of education of migrant children in early school education. The first part is an attempt to discuss the phenomenon of migration, models of children support and theoretical background of the problem in Polish schools. The second part presents practical solutions — the role of cultural assistant, preparatory units and work methods. The third part focuses on students’ difficulties, both Polish and those of foreign origin.

INCLUSIVE TOLERANCE AS A BASIS OF PROFESSIONAL COMPETENCE OF PROSPECTIVE TEACHERS

Author(s): Vera V. Khitruk,Olga A. Ulianova / Language(s): English Issue: 1/2012

The article describes the results of the comparative analysis of tolerance as a basis of professional competence of prospective teachers, whose professional activity can be carried out under the conditions of educational integration or/and inclusive education. The research purpose is to study tolerance among first-year and senior pedagogues, which makes it possible to discuss determinacy of the formation process of inclusive tolerance by the content of pedagogical education in the comparative (the first-year and senior students of the department of pedagogy) aspect. The study of inclusive tolerance of prospective teachers has been carried out using a set of standardized methods adapted to the conditions of the research purpose. Thus, the stimulus material of the methods included the questions among many others the answers to which implied the expression of attitudes towards children/persons with special needs. The obtained results show, that the actual formation level of inclusive tolerance of the students of pedagogical specializations do not permit to determine their professional competence as sufficient in professional realization under the conditions of inclusive education. The paradoxicality of the obtained results consists in the fact, that in general the indices characterizing the formation level of inclusive tolerance decrease from the first to final years. This fact enables to state, that the content of pedagogical education does not have strong enough influence on the formation of this professional quality.

Edukacja akademicka w kontekście jej dostępności dla studentów niewidomych

Author(s): Bernadeta Szczupał / Language(s): Polish Issue: 4/2022

Introduction: Contemporary civilizational and cultural changes mean that blind students experience many psychological, social and physical challenges that can contribute to educational and social difficulties.Research Aim: The aim of the research was to find out about the opinions of blind students regarding their situation and difficulties while studying, as well as the possibilities of received support.Method: Qualitative research has been carried out. These were statements obtained through an narrative interview in the form of personal, subjective experiences and experiences of the respondents.Results: Educational experiences of blind students were presented in the form of their opinions on the adaptation of teaching materials, adaptation of classes, credits and examinations for blind students, availability of library resources, access to university websites, urban planning conditions and architectural barriers, opinions of the respondents about the attitudes of research workers and non-disabled students towards blind students, attitudes of the respondents towards the education process and assessment of their role in this process.Conclusion: Despite pointing out a number of barriers to accessibility, respondents expressed satisfaction with taking up higher education.

A Student with Special Educational Needs during Remote Education in the Light of Parents' Surveys

Author(s): Maria Trzcińska-Król,Justyna Wiśniewska / Language(s): English Issue: 4/2022

Introduction: Remote education of students with special educational needs was related to overcoming many challenges and limitations, related to, among others, the implementation of the core curriculum, levelling the differences between students, the care and educational work of the school, and close cooperation between parents and teachers.Research Aim: The aim of the research was to find out the opinions of parents of students with special educational needs about remote education.Method: The research used the diagnostic survey method, and the research technique used was a questionnaire. The research tool was a prepared electronic questionnaire, which enabled the collection of responses from respondents.Results: The students had good housing conditions for remote work. The main technical problems they faced were connected with data transmission and Internet connection. The key problems related to learning were difficulties with focusing attention on lessons during online classes, decreased motivation to learn, and fatigue resulting from constant work at the computer. Students with higher IT and media competences were more independent during their distance education.Conclusions: Students with special educational needs are a very diverse group and no unambiguous assessment of remote education can be presented, for some it was a difficult or even lost time, for others it was a time when they could develop their skills and strengthen their academic competences.

SPELLING ERRORS OF DYSLEXIC CHILDREN IN TRANSPARENT ORTHOGRAPHY: SPECIFIC DEFICIT OR DEVELOPMENTAL DELAY?

Author(s): Bojana Vuković,Mirela Duranović / Language(s): English Issue: 2/2022

The aim of this paper was to analyze the spelling errors of children with dyslexia, in order to determine whether they have a specific pattern of spelling errors or are simply late in acquiring spelling skills. The sample included 30 children with dyslexia and 30 spellinglevel-matched younger children. The research was conducted in the area of Sarajevo Canton and Tuzla Canton in the period from March to May 2022. The results showed that children with dyslexia make similar patterns of errors as spelling-level-matched group. The obtained results show that children with dyslexia in transparent orthography do not have a specific deficit in spelling, but rather delay in acquiring spelling skills.

EXPERIENCES OF EXPERTS IN USING ASSISTIVE TECHNOLOGY

Author(s): Lidija Jurišić,Renata Pinjatela,Magdalena Perić Bralo / Language(s): English Issue: 2/2022

Assistive technology is a collective term that refers to assistive devices and services for people with disabilities. The use of assistive technology in working with people with disabilities facilitates their learning and performance of activities of daily living. The knowledge and experience of experts is necessary for the selection, purchase, and use of assistive technology. For the purpose of this work, an online survey was conducted among experts in Bosnia and Herzegovina who had the opportunity to use and apply assistive technology through their work. The research participants (N=23) were educational rehabilitators, speech therapists, teachers, pedagogues, physiotherapists, and nurses. The online questionnaire consisted of 33 open and closed-ended questions. The data obtained were processed using quantitative and qualitative data processing methods. The aim of the research was to ask experts in Bosnia and Herzegovina about their experience with the use of assistive technology, their knowledge and attitudes, and the challenges they face in their work. The results show that assistive technology has not been used for long in Bosnia and Herzegovina and that experts encounter many challenges in their work, such as financial problems, lack of technical support, and difficulties in working with parents. They also emphasize the need for more training in assistive technology.

EMPATHY THE CRUCIAL ELEMENT FOR SUCCESSFUL SUPPORTING PEOPLE WITH DISABILITIES

Author(s): Sanja Selimović,Stanko Blatnik,Jasna Lulić Drenjak / Language(s): English Issue: 2/2022

Empathy, the ability to understand other people, plays a key role in successfully supporting people with disabilities in their daily lives. Although in general most people are empathic, it is usually necessary to release empathy. This is most simply achieved by means of empathy tests that simulate different forms of disability and the difficulties that disabled people experience in their daily activities due to this impairment. The paper describes simple tests and their impact on changing attitudes towards people with disabilities and ways of supporting them.

TREKKING BACK TO MAINSTREAM FOR INCLUSIVE EDUCATION

Author(s): Rosemary Chimbala Kalenga,Elsa Fourie / Language(s): English Issue: 1/2011

This research explores challenges faced by the schools when learners from specialized institutions are referred back to mainstream for Inclusive Education. Ecosystemic perspective on Inclusive Education and systems theories underpin this paper. The study was done through interviews, field notes and observations of 120 participants comprising of the Senior Management Teams, educators and parents. The GDE 450 ‘A’ forms were also analyzed. The findings indicate that schools face many challenges in managing diverse learner needs. A lot has been published on Inclusive Education, but none of them offer ecosystemic management strategies for the school management teams, teachers, parents and learners.

Between Pedagogical Therapy and Educational Support for Pupils: Discussion on Terminology and Professional Interventions in the Concept and Implementation of Inclusive Education

Author(s): Jolanta Baran / Language(s): English Issue: 32/2021

The presented text reflects on the actions, understanding and use of terms related in particular to psychological and pedagogical support and pedagogical therapy and the role of specialists in educational institutions and inclusive teams of students. The considerations refer to the literature of both new and older one in order to compare the different conceptual and implementation of the assistance given to students with the respect to their needs. In conclusion, there have been presented a comparison of the support provided in chosen countries to the students with different developmental potentials, including disabilities, in inclusive education. It was meant in order to draw attention to specific solutions and the terminology used when psychological and pedagogical support is provided for pupils/students within the inclusive school.

DEBUSSY’S PRÉLUDES AS CULTURAL MEDIATORS BETWEEN EAST AND WEST

Author(s): / Language(s): English Issue: 25/2023

Each culture is characterized by specific values and ideas; but cultures change together with the related social systems, and new cultural divides are created and bridged in a circular flow. Music can act as a cultural mediator, helping individuals and groups to get rid of their differences and promoting a greater social harmony. This study analyzes Claude Debussy’s Préludes, discussing how and why this work combines traits of Western and Eastern music cultures, and can therefore be considered as an example of cultural mediation.

IMPROVING SCIENCE PROCESS SKILLS OF STUDENTS WITH MILD INTELLECTUAL DISABILITIES

Author(s): Tülay Şenel Çoruhlu,Muammer Çalık,Sibel Er Nas,Büşra Bilgin / Language(s): English Issue: 2/2023

Relevant literature has an unexplored question on how prediction-observation-explanation (POE) worksheets affect science process skills of students with mild intellectual disabilities (SMID). Therefore, this research aimed to examine the effect of POE worksheets developed for the “matter and its nature” subject on SMID’s science process skills. Through pre-experimental research design, 12 fifth grade SMID participated in the research. To collect data, the researchers used science process skills development forms and rubrics to score their observations. During the teaching intervention, SMID implemented three POE worksheets, which included buzz 22 technique in the ‘prediction’ stage, hands-on experiments and QR codes in the ‘observation’ stage and snowball, learning gallery or card showing techniques in the ‘evaluation’ stage. The results indicated that the POE worksheets are effective at developing SMID’s science process skills of the "matter and its nature" subject. This research recommends that future comparative research should unveil how the POE worksheets with/without active learning techniques impact the SMID’s SPS.

DJECA SA KOHLEARNIM IMPLANTATOM U INKLUZIVNOM OBRAZOVANJU

Author(s): Merima Dramalija / Language(s): Bosnian,Croatian,Serbian Issue: 3/2021

The sense of hearing along with other senses allows us to perceive the world around us. In the event that a person is born with a hearing impairment or the impairment occurred in early development, the experience of external stimuli and images of the world around us will not be complete. With the advancement of medicine and the improvement of technology, people with hearing impairments have been able to hear with the help of hearing aids. A hearing aid that greatly facilitates the lives of people with hearing impairments and enables them to hear better and understand what they hear is a cochlear implant. Children with implanted cochlear implants need support in the form of rehabilitation - corrective treatments for hearing and speaking, these children require a special way of communication as well as adjusting the approach to work in inclusive schools. The inclusion of children with cochlear implants in regular schools is a challenge for all those involved in the educational process due to the specific way of communication. Children with cochlear implants in regular school need to be provided with continuous support throughout their education in both primary and secondary school. The aim of this paper is to explain the approaches in working with children with cochlear implants in regular school that will enable teachers to contribute to the education, communication and socialization of children with cochlear implants in the best possible and most efficient way.

ODNOS JEZIČKOG RAZVOJA I JEZIČKIH POREMEĆAJA KOD DJECE SA BILINGVIZMOM

Author(s): Bojana Vuković,Slađana Ćalasan,Andrea Vegar / Language(s): Bosnian,Croatian,Serbian Issue: 3/2021

The field of language development and language disorders in children with bilingualism has been attracting special attention of researchers in recent years. This paper systematically presents the development of language structure and language disorders in children with bilingualism. Our goal was to contribute to a better understanding of possible language developmental disorders in children growing up in a bilingual environment. Based on a review of a large number of empirical and review papers, we can say that language development in bilingual children is always considered in comparison with monolingual peers. It has been shown that bilingual as well as monolingual children of typical language development gradually adopt all elements of the language structure, with bilingualism revealing certain specifics in that development. It was concluded that there is a lack of reliable instruments that would equally assess both languages, with many other factors having to be taken into account, the type of bilingualism, the environment, cognitive factors and their repercussion on language development.