https://pressto.amu.edu.pl/index.php/ikps/issue/feed Interdyscyplinarne Konteksty Pedagogiki Specjalnej 2020-11-10T13:50:34+00:00 Aneta Wojciechowska a.wojcie@amu.edu.pl Open Journal Systems <p class="oczasopismie"><strong>OPIS CZASOPISMA</strong><br>Czasopismo naukowe poświęcone problemom współczesnej pedagogiki specjalnej, łączącej wiedzę z obszaru nauk humanistycznych, społecznych i medycznych. Jego zadaniem jest szeroko rozumiana wymiana myśli, poglądów dotyczących wykluczenia społecznego, marginalizacji, nierówności społecznych, kulturowych, wszystkich rodzajów niepełnosprawności oraz uwypuklenie konieczności indywidualnej, wieloprofilowej diagnozy rozwoju człowieka w ciągu życia, rozpoznania specjalnych potrzeb edukacyjnych, określania indywidualnie pojmowanych obszarów i płaszczyzn edukacji, rehabilitacji, wczesnego wspomagania i społecznego wsparcia.</p> <ul class="oczasopismie"> <li class="show"><a href="/index.php/ikps/about">POLITYKA FUNKCJONOWANIA CZASOPISMA</a></li> <li class="show"><a href="/index.php/ikps/issue/current">AKTUALNY NUMER</a></li> <li class="show"><a href="/index.php/ikps/issue/archive">ARCHIWUM</a></li> </ul> <div class="oczasopismie"><strong>INDEKSOWANE W: </strong>Google Scholar; WorldCat<strong><br></strong></div> <div class="oczasopismie"><strong>WSKAŹNIKI OCENY CZASOPISMA: </strong></div> <div class="oczasopismie"><strong>MNiSW: 20<br></strong></div> <div class="oczasopismie"><strong>DOI: </strong>10.14746/ikps</div> <div class="oczasopismie"><strong>ISSN: </strong>2300-391X<!--<strong>ISSN (Online): </strong>2391-5838--></div> <div class="oczasopismie"><strong>PRACE PUBLIKOWANE W CZASOPIŚMIE OD &nbsp;2016 r. DOSTĘPNE SĄ NA LICENCJI CREATIVE COMMONS: </strong><br><a href="http://creativecommons.org/licenses/by-nd/3.0/pl/"><img src="/public/piotr/cc/cc1.png" alt="CC_by-nd/3.0" border="0"></a></div> https://pressto.amu.edu.pl/index.php/ikps/article/view/25289 The resources of adults taking care of their elderly parents at home – a research report 2020-11-10T12:26:38+00:00 Urszula Bartnikowska pressto@amu.edu.pl Katarzyna Ćwirynkało pressto@amu.edu.pl <p>Considering the increased demographic aging and system changes in the welfare system in Poland, home care became one of the most important forms of taking care of disabled or elderly persons. Although the country is rooted in the idea of a nanny state, based on large institutions and providing minimum income, for a long time now family has been considered as the basic provider of informal care to the elderly. The aim of the present study is to give some insight into the resources of adult children providing care to their elderly, disabled parents. In order to acquire a comprehensive perception of the phenomenon, the authors chose an interpretavist paradigm and applied a phenomenographic method. 21 participants, aged 41–65, who were caregivers of their parents, took part in semi-structured interviews. Two main research problems were formulated: (1) How do the participants perceive their resources as caregivers of their elderly, disabled parents? (2) What kind of support related to the care of their parents do they consider essential? Results: The participants distinguish two main kinds of resources: internal (e.g. values, passions, feelings for parents, economic situation) and external (e.g. parents, family, friends, professionals, medical equipment and centers they have access to). The narratives of the participants also indicate a number of needs they experience. Implications for practice are discussed.</p> 2020-10-15T00:00:00+00:00 Copyright (c) 2020 Urszula Bartnikowska, Katarzyna Ćwirynkało https://pressto.amu.edu.pl/index.php/ikps/article/view/25290 The place of the family of origin in romantic relationships of adults with intellectual disabilities. 2020-11-10T12:26:36+00:00 Agnieszka Żyta pressto@amu.edu.pl <p>The family in the lives of people with intellectual disabilities is not only their closest and most essential social group, but often also their basic or even the only source of support in everyday life from childhood to the late old age. In a situation of adults with intellectual disabilities who start a new romantic relationship (of a formal or informal nature), the family of origin may play different roles and occupy different places in their everyday lives. The research using the phenomenographic method of qualitative research on experiences related to being in long-lasting romantic relationships conducted with adults with intellectual disabilities allowed the author to show the place of family members (parents, siblings, extended family) in their everyday lives and in their relationships with partners.</p> 2020-10-15T00:00:00+00:00 Copyright (c) 2020 Agnieszka Żyta https://pressto.amu.edu.pl/index.php/ikps/article/view/25291 Educating teachers of the visually impaired in the context of educational and social changes – a research report 2020-11-10T12:26:23+00:00 Kornelia Czerwińska pressto@amu.edu.pl Kamila Miler-Zdanowska pressto@amu.edu.pl <p>Changes in the ways of performing professional roles of special education teachers entail the need to develop new solutions for academic education for teachers of the visually impaired. The assessment of the content and forms of the previously proposed education for teachers of the visually impaired from the perspective of the usefulness of their professional competencies may be helpful in the determination of the needed directions of changes in this respect. The aim of the article is to describe and analyse the results of comparative research on visual impairment pedagogy graduates educated in the system of 5-year uniform master’s studies and 3-year bachelor’s studies, concerning the course of their educational and professional paths.</p> 2020-11-10T00:00:00+00:00 Copyright (c) 2020 Kornelia Czerwińska, Kamila Miler-Zdanowska https://pressto.amu.edu.pl/index.php/ikps/article/view/25292 The opinions of foster parents on the personal level of cooperation with teachers in the context of children’s special educational needs. A scientific report 2020-11-10T12:26:34+00:00 Katarzyna Ćwirynkało pressto@amu.edu.pl Urszula Bartnikowska Bartnikowska pressto@amu.edu.pl <p>Children from foster families are a specific group of students because they are often disabled, have special needs, difficulties and experienced violence or neglect. Foster parents have to face challenges related to their upbringing. The text is a scientific report presenting the opinions of foster parents on their cooperation with teachers. For this purpose, an interpretative paradigm was adopted and phenomenography was applied. The subjects (21 foster parents of school-age children) participated in three focus group interviews. Qualitative data analysis was used to identify positive and negative aspects of the foster parents’ experiences in cooperation with the school. The article is focused on the personal level of this cooperation. The answers provided by the parents in the study reveal predominance of negative experiences and emotions in this respect. The subjects pointed to such problems as: failure to notice and understand children’s problems/difficulties, the lack of individualization, maladjusted requirements, incompetence of teachers and the absence of informational feedback from the school. However, some respondents noticed positive elements of cooperation with teachers, such as the ability to recognize the child’s needs and problems by teachers and educators, sharing information about the child, taking into account the information provided by parents and adapting requirements to the child’s abilities. The results were used to develop recommendations aimed at improving cooperation between the school and foster parents.</p> 2020-10-15T00:00:00+00:00 Copyright (c) 2020 Katarzyna Ćwirynkało, Urszula Bartnikowska https://pressto.amu.edu.pl/index.php/ikps/article/view/25294 Teachers’ aggressive and violent behaviours towards students with mild intellectual disabilities in three forms of education 2020-11-10T12:26:21+00:00 Marzena Buchnat pressto@amu.edu.pl <p>Aggression and violence has become a regular part of school reality. The ongoing legal changes in the education system have provided children with mild intellectual disabilities the opportunity to study in three forms of education: mainstream schools, integration classes and special schools. Unfortunately, the results of many studies have revealed that students with disabilities are more likely to be subject to peer victimization, particularly in various forms of inclusive education. In view of such facts, the question arises whether, and if so, how and with what frequency students with mild intellectual disabilities in various forms of education experience aggression and violence perpetrated by teachers. This seems particularly important because of the role that teachers play in building a sense of security in students, especially those with mild intellectual disabilities. The results of the study revealed a much higher level of aggression and violence experienced by students with mild intellectual disabilities perpetrated by teachers working in mainstream schools compared to those working in special schools. This fact raises great reservations regarding the teachers’ attitude towards students with mild intellectual disabilities and the level of their preparation for effective work with such students.</p> 2020-11-10T11:01:31+00:00 Copyright (c) 2020 Marzena Buchnat https://pressto.amu.edu.pl/index.php/ikps/article/view/25296 Developing social competences of children with Down syndrome by playing 2020-11-10T12:26:32+00:00 Agnieszka Jędrzejowska pressto@amu.edu.pl <p>The subject of this article is a report from a study on the functioning of children with Down syndrome in a pre-school integration group and the rationality of attending kindergarten. During the research, children with Down syndrome in two groups in a kindergarten in Wrocław were observed. The research started with the thesis that play is the basic form of children’s activity, in which, among others, the social competence of children is shaped. The activity most willingly chosen by children during free play were theatrical forms (role playing, puppet theatres, shadow theatres). The research was conducted for nine months; I was a researcher and educator in this kindergarten.</p> 2020-10-15T00:00:00+00:00 Copyright (c) 2020 Agnieszka Jędrzejowska https://pressto.amu.edu.pl/index.php/ikps/article/view/25297 Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic 2020-11-10T12:26:31+00:00 Marzena Buchnat pressto@amu.edu.pl Aneta Wojciechowska pressto@amu.edu.pl <p>The situation of the pandemic of SARS-CoV-2 virus that causes COVID-19 disease is a new and unknown situation for everyone, causing fear and uncertainty. It is also a situation that has led to numerous changes in the everyday life of many people, including students who had to adapt to the new reality of distance education from day to day. The paper concerns with the situation of online education of students with mild intellectual disability and autism spectrum disorder. It is an attempt to indicate the difficulties encountered by this group of students in the situation of distance learning from a perspective of both the student and the teacher. The paper also indicates the issues which should be considered in this education, the way of its adaptation to the possibilities of the discussed group of students, as well as elements<br>which are really important in this education.</p> 2020-10-15T00:00:00+00:00 Copyright (c) 2020 Marzena Buchnat, Aneta Wojciechowska https://pressto.amu.edu.pl/index.php/ikps/article/view/25298 Students with special educational needs in distance learning during the COVID-19 pandemic – parents’ opinions 2020-11-10T12:26:29+00:00 Maria Trzcińska-Król pressto@amu.edu.pl <p>This article focuses on how children with special educational needs, psychological and pedagogical opinions and advice and guidance on how to work with them, and their parents are coping in a distance learning situation. Four research problems have been formulated, i.e., What changes do parents notice in the child’s motivation to learn during distance learning education? What limitations and difficulties arise with distance learning education? What are the attitudes of children during distance learning in the opinions of their parents? Do parents notice any progress in their children’s learning during distance learning education? For research on the key methods used and interview technique. The research was conducted on the basis of the opinions of parents, who during distance learning education were strongly<br>involved in the educational processes of their children, and often took on the role of a teacher. Self-study for children is limited by the challenge, cannot be met, and remote learning evokes great emotions in them. In the opinion of parents, distance learning education tools are not conducive to the focus of attention on the part of their children.</p> 2020-10-15T00:00:00+00:00 Copyright (c) 2020 Maria Trzcińska-Król https://pressto.amu.edu.pl/index.php/ikps/article/view/25302 The economic situation and social interactions of prisoners’ families 2020-11-10T12:26:27+00:00 Sonia Dzierzyńska-Breś pressto@amu.edu.pl <p>This article shows the current state of knowledge about: the economic situation and social interactions of families of prisoners. An in-depth analysis of own research, as well as those presented so far in Polish and foreign literature, has allowed to distinguish three types of social situations of families of prisoners, with particular emphasis on their economic situation and social interactions, namely; (1) the social situation of a family supporting the resocialization of the prisoner, (2) the social situation of a prisoner’s family, which is in opposition to the process of resocialization, (3) the social situation of a family focused on the reconstruction of its own social environment.</p> 2020-10-15T00:00:00+00:00 Copyright (c) 2020 Sonia Dzierzyńska-Breś https://pressto.amu.edu.pl/index.php/ikps/article/view/25303 The situation of children in the spaces of selected metropolitan courtyards in the context of Pierre Bourdieu’s concept of reproducing cultural capital 2020-11-10T12:26:25+00:00 Agnieszka Janik pressto@amu.edu.pl <p>The article addresses the subject of social and cultural inequalities in relation to the situation of children in degraded spaces of selected courtyards in one of the smallest housing estates in Wrocław, Poland, Przedmieście Oławskie. The aim of the research was to diagnose and describe the specific situation of these children and to analyse it in the context of Pierre Bourdieu’s concept of reproducing cultural capital. The first part presents theoretical threads relevant for further interpretations and covers the concepts of marginalisation and reproduction of cultural capital as perceived in P. Bourdieu`s theories. The second part discusses the methodology of qualitative research, embedded in an interpretive paradigm and based on: ethnographicresearch strategy, the approach to research with children and the mosaic approach. The third part presents the results of research showing the specificity of the physical and socio-cultural environment of the studied courtyards. On the one hand, the dimensions of its marginalisation and the processes proving the reproduction of poor cultural capital were indicated; on the other hand, examples of artistic interventions in this type of marginalised environment were presented as exemplifications of breaking the mechanisms of cultural reproduction.</p> 2020-10-15T00:00:00+00:00 Copyright (c) 2020 Agnieszka Janik https://pressto.amu.edu.pl/index.php/ikps/article/view/25301 Tailored Success: Disability and the Possibility of Being Successful. 2020-11-10T12:26:41+00:00 Joanna Szafran pressto@amu.edu.pl Magdalena Wasielewska Magdalena Wasielewska pressto@amu.edu.pl <p>The article addresses the issue of success in the context of people with disabilities. Attention was paid to the specific nature of the concept; starting with the definition, attempts were made to point out that success, being a certain “objective” construct, has a definitely individual character and should be considered as such. This individual dimension designates not only the interpretative framework determining its achievement, but also draws attention to the fact that success may have many faces. There is a need for achievement in every person, a completed challenge gives a sense of happiness, and this, according to many, is the real measure of success.</p> Copyright (c) 2020 https://pressto.amu.edu.pl/index.php/ikps/article/view/25300 A Child with Autism in a State School – A program for working with an autistic child in primary school. 2020-11-10T12:26:47+00:00 Emilia Wieczorek pressto@amu.edu.pl <p>In the paper, the author discusses educational interactions focused on a child with autism. The first part of the study presents the characteristics of functioning of an autistic child, taking into account specific needs and difficulties. The research material was used to present the specificity of child’s functioning in certain developmental spheres: socio-emotional sphere, cognitive sphere, self-care, communication, sensory integration and motor integration. Bearing in mind a multi-profile diagnosis of the disorder and including various spheres of child’s functioning, the diagnosis was referenced to programming the process of support. The author concludes by presenting a reflection on dilemmas and challenges in education of autistic children.</p> Copyright (c) 2020 https://pressto.amu.edu.pl/index.php/ikps/article/view/25299 Tara Leniston, Rhian Grounds Dom oswojony. Jak stworzyć bezpieczną przestrzeń dla dziecka z ASD [Tamed house. How to create a safe space for a child with ASD] Wydawnictwo Uniwersytetu Jagiellońskiego, Kraków 2020 2020-11-10T13:50:34+00:00 Klarysa Świeżek pressto@amu.edu.pl <p>Tara Leniston, Rhian Grounds Dom oswojony. Jak stworzyć bezpieczną przestrzeń dla dziecka z ASD [Tamed house. How to create a safe space for a child with ASD] Wydawnictwo Uniwersytetu Jagiellońskiego,<br>Kraków 2020</p> 2020-10-15T00:00:00+00:00 Copyright (c) 2020