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The basic intention of this paper is to make a presentation and an analysis of the divergence of the inclusive education of the children with impaired hearing. The contemporary European standards and models of inclusive education of the pupils with impaired hearing foresee initiation and implementation of the innovations in the education according to the national context and the established didactical basis with tradition. In that direction the teachers feel the need to establish an appropriate inclusive methodology, technology and strategies in the inclusive practice. So, it is necessary to initiate activities for education of the teachers in the regular schools with a purpose to create the most appropriate models of inclusive practice for the pupils with impaired hearing. For a continuous realization of this goal the relevant institutions initiate and support activities that assure a more quality and a more human education, that implies provision of local infrastructure and coordination of the professionals for support of the regular schools in which hearing impaired children are included and the creation of a most appropriate model of inclusive practice.
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The article is an analysis of a topic in the domain of education policy for whose promotion both within the high education curricula and social policy in general Prof. Divna Lakinska has had large importance. With her theoretical analysis and thinking in the domain of education policy and rich scientific research on the educational status of vulnerable groups of citizens, such as children, Roma and older people, she has given a valuable contribution to raising the awareness among policy-makers and practitioners on the importance of achieving equitable access to the educational opportunities for all. The affirmation of the education policy as constituent and inseparable part of social policy and investments in education as one of the key preconditions for social wellbeing of citizens, which have been among the main professional endeavors of Prof. Divna Lakinska, are actually a subject of this article. Namely, education policy has been developing as part of social policy encouraged by the importance of education for the economic development of countries, their international competitiveness and enabling citizens for their participation in the labour market. This development of the education policy is more or less only parallel to the development of social policy in some countries, while a constituent part of it in others. As a result, social welfare states differ in terms of the ideology they promote towards education, the importance given to the support of educational opportunities as well as in terms of the linkages between education and social policies and programmes. In these respect, several models of social welfare states classified on the basis of the similarities of their education policies, may be differentiated. The article is an attempt to determine the specificities, resemblances and distinctions between these models.
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This paper analyzes the continuing education of the elderly in relation to: the need, coverage, availability, quality secured, and obstacles in achieving what is defined by the laws in the education system. Education of the elderly should lead to significant progress on eradicating of poverty and overcoming the problems of the elderly in the systems of social protection, labor market / unemployment, health care which are leading to further social exclusion. Differences in education of the old population are source of status differences in later life. Exclusion of older people from continuing education is specifically expressed in those with incomplete primary, i.e. secondary education, and poorer people as well as people from rural areas. This opens space for the further exclusion of the elderly.
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Die vorliegende Studie analysiert ein heilpädagogisches Programm für Psychomotorik und Rythmik, und dessen Wirksamkeit auf die Entwicklung der verbalen Kommunikation bei Kindern mit hochgradiger Schwerhörigkeit (Hypakusis) und Resthörigkeit. Die Minderung des Hörvermögens schädigt dem Vermögen rythmische Strukturen widerzugeben. Der Rhythmus und die temporale Strukturierung haben besonders wichtige Komponete, sowohl bei der Wahrnehmung, als auch bei der Entstehung der Sprache. Die Programme für heilpädagogische Rhythmik, verleihen dank ihrer Kombination rhythmischer Übungen, eine Vielzahl an Übungen und Kombinationsmöglichkeiten. Die Neuheit des vorliegenden Programms sind die rhythmischen Übungen nach der Methode des phonetischen Graphismus. Diese Metode fängt von der Erziehung des körperlichen Rhythmus an, bis zur Erziehung des verbalen Rhythmus. Die Auswertung der Wirkung dieses Programms erfolgt auf mehreren Ebenen der verbalen Sprache. Die quantitativen Ergebnissen werden von einer qualitativen Auswertung ergänzt. Auf diese Weise, werden die zwischenmenschlichen Schwankungen was die Aneignung einiger Aspekte der Sprache mit Hilfe rhythmischer Elemente angeht, sichtbar. Diese werden weiterhin ermöglichen, dass eine individuell angepasste psychomotorische Annäherung entwickelt werden kann.
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The analyses conducted in the article are aimed at the specific characteristics of neo-Thomistic pedagogy within methodology of upbringing. The relationship between the inclusion of an adolescent into the community life (which includes entrusting them with duties and responsibility for the common good) and their moral development are of particular interest for the article author. The analyses were carried out in three stages. The first, outlines the upbringing and education specificity. The second, presents the neo-Thomistic perspective on the relationship between moral development and participation in community life. The third, formulates the principles of moral upbringing in the aspect of a young person’s inclusion into the community life.
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A man’s life are characterized by values implemented in freedom. This also applies the rehabilitation and treatment. Values and deals are the subject of interest of axiology and axiological education. The main problem of this article are formulated as question: What is the role of values in the success of the impact of correctional facilities? In response to this problem it was decided to specify the role of values in education and pedagogy, then it was indicated on the specific aspects of the process of rehabilitation, to take, in this context, the question of the role of values in the process of effective rehabilitation and treatment of the prisoners.
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The resocialization process is based on two basic methods of influence on the individual. The first of these is the interaction based on the direct relationship of the educator with the foster child. The second method is a work based on a social group. This text is an attempt to summarize pedagogical practice and compare it with theoretical requirements. The subject of the analysis is the problem of creating a group and the deepened process of its creation. Factors conducive to the group’s formation process and basic methods of its positive creation will be presented. The group in the process of resocialization is the basic tool of sociotherapeutic interactions. Skillful control over its creation and dynamics of change is a guarantee of the success of rehabilitation interactions in the case of minors. Skillful control of her work causes that social rehabilitation moves from external commands to internal norms and values of both individuals and the whole community. The work put into the skillful construction and launch of the group processes is more effective in the context of time than the direct supervision of the tutorial.
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The article describes the functioning of the unit in the conditions of a total institution on the example of a prison with particular emphasis on it’s participation in the teaching and self-learning process. Presented are currently sanctioned by the legislator available forms of teaching in the conditions of serving a sentence and the subjective and objective status of the prison’s education structure. Particular emphasis was placed on discussing the participation of convicts in a group higher studies at the bachelor’s/engineer’s level within two projects carried out at the Radom Remand Center and the Lublin Remand Center. Presented is an outline of the problems of the experiment for which the form of education of convicts should be considered and the values resulting from the process and it’s implementation, adapted by the persons participating in it.
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The aim of the article is to analyze the contemporary doctrine of penitentiary system within the context of political transformation that took place in Poland in the early 90s. In particular, author suggests that while introducing the changes in the system, its dual nature should be considered, consisting of two main elements: detained individuals and custodians. The article highlights the main assumption of the modern penitentiary doctrine – the focus on humanitarian approach towards detained individuals, which should be reflected by the careful and selection of skilled and professional staff. The author highlighted main challenges that Polish penitentiary system faced during political and economic swift in the early 90s, i.e. substantial redundancy, lack of resources, evolution of crime and perception of prison officers among society.
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Neuroeducation uses training techniques at the neural level to effectively stimulate the brain in the learning process of both children and adults, healthy people and people with disabilities. The article presents author’s results and conclusions of the two training cycles (for an 8-year-old child and a 56-year-old adult) using the methods of: neurofeedback, audiotherapy, kynotherapy and interhemispheric integration exercises. These methods turned out to be attractive for people of all ages, they did not require a therapist to refer to human experiences, change their beliefs. The effects of neurotrening were aimed at supporting the brain work, improving auditory attention, learning outcomes, memory and coping with stressful situations.
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Human life is the highest value in the hierarchy of goods protected by law, both from the perspective of an individual and the whole society, and at the same time it is a condition for taking advantage of other goods. For his protection, the legal, religious, worldviews and possible cultural differences should not be valid, because the right to life is vested in every human being (even criminals) of the very fact of being a human being. Life is the only, unique and unfeasible good of man. Without life, we can not talk about a human being, and without a human being, everything that has a human character loses meaning on the principle of contradicto in adiecto. Every human being has the inherent right to life. This right should protect the law. Nobody can be arbitrarily deprived of life.
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Paper deals with the analysis of situation in the Slovak Republic with an emphasis on education of student s with either medical or social disadvantage in elementary schools. Authors follow amounts of integrated students with special educational needs, as well as the conditions of education of students from socially disadvantaged backgrounds. In the second part of the paper, there are presented suggestions for solving the critical situation within the field of educational system for socially and medically disadvantaged students, which shows a tendency of segregation and, in the opinion of the authors, is anti-negligent.
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Authors point to “potential educational inequalities generated by technological change” as factors limiting the rise of the information society (Arntz et al. 2016, p.25). Not only lack of access to digital technologies but also lack of positive attitudes towards the use of digital teaching aids can be identified as a risk factor of digital literacy development, particularly among students from socially disadvantaged backgrounds. (Livingston-Helsper 2007; Zevenbergen 2007; Czerniewicz - Brown 2013). The empirical findings of a slightly negative attitude towards the acquisition of digital skills as well as lack of access to Internet that remained at level 25% in 2018 to compare 26% in 2015 according to Velšic (M. Velšič, 2018) declare the persistence of digital divide in socio-demographic comparison in Slovakia. Based on the analysis of foreign and domestic studies (PIAAC, PISA ICILS) and empirical surveys in Slovakia, we monitor the persistence of the socio-demographic digital divide in Slovakia. Whereas the digital socialization takes place not only in non-formal and informal way but also within formal education system, we present findings of the use of digital teaching aids in formal education Based on empirical findings on the sample of Slovak primary schools' teachers in towns Spišská Nová Ves, Nitra a Lučenec we followed a) the perception of digital pupil access by teachers, the ways of compensation for the lack of digital access of students in the school environment, b) examines the teachers' views on benefits and limits of using digital educational aids in schools with students from socially disadvantaged backgrounds a c) identifies ways of compensation for a insufficient digital access of students. According to teachers' statements, not only the lack or insufficient digital access but also the insufficient digital pedagogical ethos of students and parents (that covers the attitudes towards the use of digital teaching aids) can be classified as a barrier to the use of digital teaching aids. Introduction of free computer lessons in after school club in schools, the use of digital teaching aids in preparing for school at a school club, are perceived by teachers as a way of compensation for the lack of digital access for students from a socially disadvantaged environment.
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De nos jours, la plupart des systèmes actuels d’enseignement se proposent comme principed’organisation l’équité et l’égalité de chances. Cependant, au niveau des mesures de politique éducative,on ne fait pas explicitement référence à l’égalité entre les genres, la seule disposition concernant l’égalitéd’accès à l’éducation. Par contre, l’accent mis sur la formation de la personnalité, le principe du respectdes caractéristiques individuelles et le traitement différencié sont des priorités des systèmes éducatifs quifavorisent implicitement le respect des particularités de genre.
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Vehicle safety is a complex characteristic to reduce the objective possibility for occurrence of the road accidents and for curbing the consequences of the accident. That property is subdivided into two groups of active and passive safety. Active safety of vehicles requires new solutions that decrease the accidents on the road and avoid the hazardous situations. It is a challenge for manufacturers and is becoming a necessity in terms of created a global auto mobilization.
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The development of communication abilities at children with hearing impairment and multisensory disabilitieshas to be approached within a complex and holistic program that takes into consideration the importance ofsymbolic communication. Widgit Symbols represent an efficient visual and multimodal modality that supportsthe development of intention in communication, facilitates comprehension, develops language for individualswith disabilities who have difficulties in producing or understanding language. The present case study ilustratesthe modality in which a developed and implement program based on Widgit symbols determins progress in thedevelopment of communication abilities
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