Езикът в процеса на стигматизация на лица с увреждания
This study aims to trace the relationship between language usage and disability stigma positioning them in the context of terminology changes.
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This study aims to trace the relationship between language usage and disability stigma positioning them in the context of terminology changes.
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This contribution deals with differences and similarities in perceiving drama- therapy in patients with neurotic disorder in the context of psychiatric treatment. The first goal ascertains if there are differences in assessment of dramatherapy according to the membership of dynamic or cognitive-behavioural group. The second goal ascertains differences during the first therapeutic session. The research assemblage was created by 57 patients from dynamic and cognitive-behavioural (KBT) groups from two mental hospitals in the Czech Republic. Data were gained by two-factor semantic differential and they were statistically assessed by a t-test (and further amended by qualitative group interviews). Conclusions have shown that the membership of patients of dynamic or KBT group has not an impact on their assessment of dramatherapeutic process.
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This review paper presents the evolving role of the Special Educational Needs Co-ordinator (SENCO) in mainstream primary schools set within the changing political/ideological National Educational landscape in England.
More...Pearson, J., & Al. (2006). Discovering the self through drama and movement: the Sesame approach. London: Jessica Kingley
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Review of: Alvyra Galkiene, Ona Monkeviciene (eds.), Improving Inclusive Education through Universal Design for Learning, Springer Nature, 2021.
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Celem pracy jest poznanie sytuacji w zakresie dostępu do edukacji i jej przebiegu w obliczu pandemii COVID-19. W badaniu ilościowym przeprowadzonym wśród uczniów pod koniec 2020 roku uwzględniono 3701 ankiet. Natomiast w badaniu jakościowym, przeprowadzonym wśród nauczycieli również pod koniec 2020 roku, uwzględniono trzy wywiady pogłębione. Zidentyfikowano następujące problemy: ograniczony dostęp do odpowiednio szybkiego łącza internetowego, zbyt duża ilość materiału do przyswojenia rzez uczniów oraz zbyt wiele prac domowych. Pojawiły się również zastrzeżenia w odniesieniu do sposobu prowadzenia zajęć online. W konsekwencji rekomendowano następujące działania: stworzenie programu pomocowego mającego na celu zapewnienie sprzętu i łącza internetowego dla uczniów i nauczycieli, pozostawienie większej swobody nauczycielom w doborze ilości materiału i formy jego egzekwowania oraz przygotowanie specjalnych szkoleń z zakresu użytkowania sprzętu i oprogramowania. [The aim of the article is to understand the situation in terms of access to education and its course in the face of the COVID-19 pandemic. A quantitative study including 3,701 questionnaires was conducted among students at the end of 2020. Concomitantly, three in-depth interviews were included in a qualitative survey conducted among teachers. The following problems were identified: problem with access to adequate high-speed Internet connection, too much material to be absorbed by students, and too much homework. Some reservations were also expressed about the way of conducting online classes. As a consequence, the following actions were recommended: developing an aid program aimed at providing equipment and Internet connections for students and teachers, giving teachers more freedom in deciding on the amount of material taught and the form of its enforcement, and preparing a special training course on the use of hardware and software.]
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Slovakia as a state party to the UN Convention on the Rights of Persons with Disabilities has transposed the commitments of the UN Convention into the measures of the National Disability Programme for years 2014−2020 (hereinafter only „NDP“). One of these commitments in the area of statistics, data collection and research is to annually publish a report on living conditions of persons with disabilities and their families, based on available / mainstream statistical surveys (measure No. 4.17.1 of the NDP). As a result of this commitment and on grounds of an intense co-operation with the Statistical Office of the Slovak Republic, in 2016, the authors of this article prepared at the Institute for Labour and Family Research the report „Developments of social situation of persons with disabilities and their families - secondary research analysis“. Such a detailed analysis has not been prepared since 2006, when the report on living conditions of families with a disabled member was published (Repková, 2006). The aim of this article is to summarise and analyse the main findings of the report on developments of social situation of persons with disabilities and their families in the following four areas: health, social protection, education, and employment of people with disabilities. Interpretation of the main findings related to the developments in social situation of persons with disabilities during last five years has certain limitations, since the analysis has been based solely on quantitative data and available statistical sources. In particular, changes in indicator scores may be related to a greater extent to the lay-out of public policies (e. g. eligibility criteria for different types of benefits, its mutual non/coherence) than to real changes in living conditions of people with disabilities itself. For these reasons, in the discussion the authors propose several hypotheses whose verification would require further investigation based on a combined quantitative-qualitative research design.
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Ethnicity is a fundamental social determinant of educational inequalities in the Czech Republic. It is already manifesting at the level of primary education. The present paper focuses on the question whether Czech primary education shows any segregation tendencies, and whether these tendencies are strengthening or weakening over time. For the purpose of this paper, we work with data from the city of Brno, which has been participating every year since 2006 in a nationwide project that gathers photos of pupils enrolled in first grade of elementary schools. Thanks to the regular attendance in this project (about 80 percent of all Brno schools), this event provides unique data that allow us to map the ethnical composition of first grades of primary schools in Brno. We focus on how the number, size and, above all, the ethnic composition of the first grades in Brno schools vary between 2006 and 2014. The ethnic composition of the classes is examined by the method of external categorization. We employ both univariate and log-linear modeling analyses to explore our data and present our results. Our findings indicate that ethnic differentiation can be observed among Brno primary schools in the selected period and this trend is slightly strengthening. There is a double differentiation of Roma children at the city level. One is structurally conditioned, while the other can be explained by social action.
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The article is an attempt to combine art therapy, especially fairy tale therapy, with narrative medicine. The text also constitutes an introduction to the concept of narrative art therapy proposed by the author. Two case studies are examined in the article in order to demonstrate the benefits arising from the collaboration of a humanist doctor and a bibliotherapist.
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The relevance of the chosen topic of the article is determined by the fact that at the time of development of postmodern society there is a growing awareness of the need for innovation in the educational process, the use of mentoring and coaching in training teachers for the New Ukrainian School and in building teacher-student relationships. The purpose of the article is to study and substantiate the importance of mentoring and coaching in the training of teachers for the New Ukrainian School, identification of common features and differences in the concept of coaching and mentoring. The article analyzes connection of three didactic theories with the phases of mentoring and coaching in the training of teachers for the New Ukrainian School, presents collegial models of counseling in the New Ukrainian School, defines common and different features in the concepts of coaching and mentoring. In the field of work with young professionals, with students within the New Ukrainian School, the terms mentoring, coaching and tutoring are used as forms of counseling. In a broad sense, mentors can coach, but it is very difficult for a coach to become a mentor. On the other hand, mentors and coaches can become tutors, but tutors are unlikely to become coaches or mentors. In order to guide and advise young professionals, students in a contemporary educational institution, the criteria of tutoring, coaching will be considered, characteristics of behaviorism, cognitivism and constructivism will be defined and the characteristics of building relationships in the perspective of these didactic theories will be presented.
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The purpose of the present paper is to develop the key messages for social entrepreneurship education promotion among socially vulnerable youth. The scope of the research includes the communicative specificities of the vulnerable students with a special focus on orphans. The data for the research was obtained by conducting 12 expert interviews with educators and NGO members (2021-22, qualitative methodology). The results of the research showed that orphan students tend to hide their status and appear “average” in communication, though are more closed than their peers. It is discussed that communication with vulnerable students at HEI has to avoid treating them as special and motivate them to participate by messages of the personal empowerment and knowledge necessity to be autonomous and successful social subject. In conclusion, we propose the guidelines for educators’ communication with vulnerable youth and key messages for the inviting communication of the «Creative Spark. Making Good» social entrepreneurship educational project of the Anglia Ruskin University (Cambridge, UK) at V.N. Karazin Kharkiv National University.
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The need to provide education for all has continued to be at a high level even now when access to education is easier and considerably wider than in the previous historical periods. There is a general causality as well as a specific one supporting this necessity. The latter includes an additional set of reasons which connect defining characteristics of disadvantaged learners with the limitations of the pandemic crisis and its effects on communication. They also continue to manifest themselves after the health restrictions have been lifted and further hinder communication and educational counselling, thereby imposing additional barriers to inclusive education. This study is a literature review through which we aim to make a synthesis of current communication and educational counselling new strategic approaches suitable for use in the post – COVID context for facilitating access to education for disadvantaged students. The objectives of the study are as follows: O1: to identify a set of strategies which correspond to the specific communication pattern and information needs of the children and teenagers nowadays; O2: to identify current educational counselling strategies which can be successfully used in the post - COVID context to enable well-informed career decisions for disadvantaged students; O3: to develop a formative intervention model for social inclusion of students from disadvantaged backgrounds. The study findings may be useful in school and career counselling in pre-university education, but also in collaborative approaches between pre-university and academia in order to facilitate the inclusion of the disadvantaged students.
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Although our research started before the pandemic, it seems that focusing on the social emotional development of our students has become a top priority, considering that, globally, the rates of anxiety among children and teenagers are, in the actual context of the pandemic and war, skyrocketing. One valuable way to promoting positive social emotional development is to implement in schools research-based programs that support students in strengthening their social and emotional competencies. Art therapy is one of the most suitable ways to serve this purpose, for it goes beyond words and gives the students the opportunity to deeper experience and process their emotions. This research used a structured group art therapy program to reduce anxiety and improve empathy and prosocial behaviour in 20 special educational needs students with neuro-psycho-motor deficiencies, aged between 8 and 11 years, who were randomly and equally assigned either to an experimental or a control group. The intervention was performed once weekly for ten weeks. Anxiety, empathy and prosocial behaviour have been measured using specific questionnaires filled out by the students’ caregivers at the beginning and at the end of the program. After ten weeks, the art therapy group showed a significant decrease in anxiety and a significant increase in empathy and prosocial behaviour. These findings suggest that art therapy might be used in an educational context to lower anxiety and to support the positive development of social emotional competencies such as empathy and prosocial behaviour in special educational needs children with neuro-psycho-motor deficiencies.
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The COVID-19 pandemic has influenced all areas of human activity, including the training process. We urgently resorted to forms of training that exclude direct contact between individuals. Thus, higher institutions switched to online training. In this article, we try to identify the advantages and disadvantages of this form of training within the Academy of Music, Theater and Fine Arts.
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In this research, solutions are sought for the problems experienced by blind musicians in the process of learning a new piece. One of the problems faced by visually blind musicians in music education is the lack of technical equipment and documents. To date, the documentation has been provided by converting musical works to Braille alphabet. However, the conversion of the works to be taught into Braille notes, the high costs of educational materials and the time needed for these works create major obstacles to the education process. When the decrease in the number of visually impaired people who read Braille and the lack of interest are added to all these, the search for new methods becomes inevitable. At this point, the "meşk method", which is an ancient tradition, offers solutions for blind musicians who receive Turkish maqam music education and creates an alternative to the obstacles experienced in the education process. In this research, which is based on the experimental method, the “meşk method” was applied to the subjects with YouTube recording and the data were collected by getting their answers via Whatsapp. This research, which was concluded as a social responsibility project with the title of "Accessible Music" at Izmir Katip Çelebi University, presents the solutions offered by the “meşk method” for blind musicians, with examples and results.
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The article summarizes the specific experience with the implementation of the cooperationbetween the Phoniatrics Clinic of the 1st Faculty of Medicine of Charles University and the General University Hospital in Prague with the first Center of Complex Care for Children with Perinatal Stressin the Czech Republic. Since the establishment of the Center in 2011, this cooperation has fully utilized the possibilities of the program of diagnostics and educational care in the field of hearing and its pathology. The observed set of 2,000 premature children who were diagnosed by the BERA method shows a 1.8% incidence of permanent hearing impairment, i.e., children who were included in the educational care and audiology program (use of hearing aids or cochlear implants).
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Doc. PhDr. Ivan Bajo, CSc. (25. 11. 1935 - 15. 7. 2022) bol moj pedagóg na vysokej škole - bol moj vzor pedagóga s praxou. Bol vzacnym prikladom špečiálneho pedagóga, ale aj milovnika prirody vysokych hér, o ktorych dokazal s humorom, jemu vlastnym, dlho rozprávať. On, milovnik vysokych hér, a ja, milovnik hlbokych podzemnych priestorov. Dlhoročné priatelstvo i viaceré roky spoločného putovania po Liptove mi pomohli presvedčit' ho (po neblahych skúsenostiach s jaskyniarmi) preskúmat' nepristupn jaskyňu v Janskej doline. Statocne pät’ hodin bojoval v tme a po veceri skonstatoval, Ze liezt' do tmy ho už nikto nepresvedči. Mne sa to už nepodarilo. A tak nase priatelstvo dalej pokracovalo hlavne na odbornej psychopedickej baze.
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