https://pressto.amu.edu.pl/index.php/ikps/issue/feed Interdyscyplinarne Konteksty Pedagogiki Specjalnej 2020-06-24T08:42:16+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/23249 Introduction 2020-06-24T08:39:48+00:00 Iwona Chrzanowska pressto@amu.edu.pl 2019-12-15T00:00:00+00:00 Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23250 Education for Peace in Diversified Groups: Opportunities and Threats 2020-06-24T08:41:28+00:00 BEATA JACHIMCZAK pressto@amu.edu.pl <p>Beata Jachimczak, Education for Peace in Diversified Groups: Opportunities and Threats. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 13–27. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.01<br>The text addresses the problem of social changes related to the interpenetration of people with different cultures, religions, skills or nationalities in a common space, which also means that education is becoming more and more diverse in educational institutions. The transition from homogeneous groups to diverse groups in education has been and continues to be difficult due to many social, organizational and financial barriers. The analysis presented here relate to education for peace as a significant focus on a school (group) open to any individual difference as a resource for understanding oneself and the Other.</p> 2019-12-15T00:00:00+00:00 Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23280 Categories and activities in the area of inclusion of people with disabilities found within commune strategies – selected examples based on the communes of the counties of Żywiec and Cieszyn districts 2020-06-24T08:41:12+00:00 SEBASTIAN MRÓZEK pressto@amu.edu.pl <p>Sebastian Mrózek, Categories and activities in the area of inclusion of people with disabilities found within commune strategies – selected examples based on the communes of the counties of Żywiec and Cieszyn districts. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 29–52. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.02<br>The issue of strategies of activities aimed at people with disabilities living in the relevant communes is a topic rarely undertaken in discourse of special pedagogy. These issues are found among the other activities that local government entities are contemporary obligated to implement, and span solutions and activities in the area of inclusion for people with disabilities. It is hence important to know and overcome problems and barriers that hinder or block the right functioning of people with disabilities. Some of solutions and activities are contained in the two types of communal strategic documents, these are: Commune Development Strategies and Strategies for solving social problems. The article consists of three parts. The first covers the characteristics of communal strategies and social policy towards people with disabilities. The second part presents the assumptions and results of research based on a qualitative analysis of strategic documents of 27 communes (about 3900 pages of documents) in terms of categories and activities regarding the inclusion of people with disabilities. The whole is summarised in the final conclusions. The aim of the study is preliminary recognition of exemplary activities found in the strategies of communes from the counties of Żywiec and Cieszyn. Text notes the “good practices” and noteworthy solutions for inclusion applied by local government entities with respect to people with disabilities.</p> 2019-12-15T00:00:00+00:00 Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23251 Diversity in education and the phenomenon of subtle marginalisation and infrahumanisation 2020-06-24T08:41:27+00:00 BEATA SKOTNICKA pressto@amu.edu.pl <p>Beata Skotnicka, Diversity in education and the phenomenon of subtle marginalisation and infrahumanisation. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 53–82. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.03<br>The article focuses on the issue of diversity in education. The aim of the study is to present the results of research on the perception of shared education of students with and without disabilities and to choose the most favourable form of education for students with disabilities. Awareness and legitimacy of these actions is widespread, but sometimes it is limited to declarations. The article posits the thesis that the condition for the effective pursuit of inclusive education is first of all a maturity for diversity and an internal consent to it, which manifests itself in attitudes that accept student with disabilities in a public school space. The article presents theoretical contexts regarding the issue of normalisation, subtle marginalisation and infrahumanisation.</p> 2019-12-15T00:00:00+00:00 Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23253 The child-nature-time relationship-New challenges for special education in the 21st century – study report 2020-06-24T08:41:23+00:00 JOANNA GODAWA pressto@amu.edu.pl <p>Joanna Godawa, The child-nature-time relationship-New challenges for special education in the 21st century – study report. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 83–98. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.04 The objective of the article is to show an individual’s relationship with nature in the context of the nature deficit disorder. In light of the limited volume of Polish studies concerning children and nature, the author had conducted a study concerning the relationship between children with special education needs and nature. The research shown in this article is part of a broader study conducted by the author of the article and concerning the nature deficit disorder.</p> 2019-12-15T00:00:00+00:00 Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23278 The reflection paedagogy of Vasyl Sukhomlynsky and Janusz Korczak 2020-06-24T08:41:16+00:00 BOGUSŁAW ŚLIWERSKI pressto@amu.edu.pl <p>Bogusław Śliwerski, The reflection paedagogy of Vasyl Sukhomlynsky and Janusz Korczak. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 99–115. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.05<br>The subject of the analysis is the paedagogical thought of the leading representatives of the new education movement in Poland and in the Ukraine. The timeless character of their reflection paedagogy was exemplified by the orphans’ home of Warsaw, Poland, and the School of Joy in Pavlysh, Ukraine, the organisational solutions, rules of (self-)education, the system of social and moral standards bound educators the same way as they did those under their care. The phenomenon of the radical, unique approaches to supporting children, which they created, is a challenge for coming generations. With this work, I also open up the debate and the need for further research concerning the origins and consequences of transgression of state borders by paedagogical thought that constantly changes its approach to humanist paidocentric paedagogy in a world, in which authoritarian, directive or instrumental paedagogy continues to have a strong presence. In this regard, I focus primarily on the similarity of thought between both these educators, indicating the differences in their approach to the child.</p> 2019-12-15T00:00:00+00:00 Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23279 Special education in Poland (until 1989) – historical perspective 2020-06-24T08:41:14+00:00 JACEK KULBAKA pressto@amu.edu.pl <p>Jacek Kulbaka, Special education in Poland (until 1989) – historical perspective. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 117–149. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.06<br>The article is dedicated to presenting the information regarding the origins, organisation and the activity of special schools and institutions in Europe, with the particular focus on Polish territories (from the beginning of the 19th century to the final years of the Polish People’s Republic). The text nature may be included within the framework of inquiries regarding the history of education. Referring to the wide historical context (social, political, economical, legal, outlook and other determinants), the aim of the author of the text was to introduce the accomplishments of particular individuals, and various institutions active for the children with disabilities, in the discussed period.</p> 2019-12-15T00:00:00+00:00 Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23282 Towards a radical life. Social and political threads of Helen Keller's activities 2020-06-24T08:41:10+00:00 SABINA PAWLIK pressto@amu.edu.pl <p>Sabina Pawlik, Towards a radical life. Social and political threads of Helen Keller's activities. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 151–161. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.07<br>Biographies of people with disabilities emphasising on their humanity and the value of this very special human experience may lead to questioning common assumptions about disability and people suffering from it. One of the best known historical figures among the people with disabilities was Hellen Keller, a deaf-blind American writer, educator and social activist. The article contains an attempt to challenge the myth of Keller as a “miracle child” by presenting her rich life and the most prominent aspects of her social and political activity.</p> 2019-12-15T00:00:00+00:00 Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23283 Special School as One of the Implementers of Education for Sustainable Development of Persons with Moderate and Severe Intellectual Disability, as well as Multiple Disability 2020-06-24T08:41:08+00:00 IWONA WENDREŃSKA pressto@amu.edu.pl <p>Iwona Wendreńska, Special school as one of the implementers of education for sustainable development of persons with moderate and severe intellec-tual disability, as well as multiple disability. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 163–180. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.08<br>The basis for choosing the subject of this article was the conviction that due to the recent expansion of the meaning of the term “sustainable development”, the essence of education for sustainable development, its objectives and tasks implemented in different types of schools, including special schools, are also subject to change. The article will present the results of research covering, on the one hand, the analysis of strategic and programme documents and, on the other hand, the results of surveys conducted among 164 teachers employed in special education institutions in the Silesian and Lublin Voivodships.</p> 2019-12-15T00:00:00+00:00 Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23284 Inclusive Special School Teachers’ Self-Assessment of their Diagnostic and Therapeutic Knowledge and Skills 2020-06-24T08:41:05+00:00 ANNA BORZĘCKA pressto@amu.edu.pl <p>Anna Borzęcka, Inclusive Special School Teachers’ Self-Assessment of their Diagnostic and Therapeutic Knowledge and Skills. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 181–195. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.09<br>Diagnostic and therapeutic competences are necessary for the effectiveness of didactic and educational interventions undertaken by a professional specialist school teacher. In order for the teacher to be able to cope with the tasks assigned by special pedagogy, he must have theoretical and practical preparation in the field of diagnosis and therapy. The future of a special school pupil will depend on his knowledge and skills. The article presents research on declarative sources of teaching knowledge and skills in the field of diagnosis and therapy as well as their selfassessment, taking into account nominal variables (age and job seniority).</p> 2019-12-15T00:00:00+00:00 Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23287 Knowledge of the Poznan region citizens about speech therapy profession 2020-06-24T08:41:02+00:00 AGATA TRĘBACZ pressto@amu.edu.pl <p>Agata Trębacz, Knowledge of the Poznan region citizens about speech therapy profession. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 197–221. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.10<br>In recent years, the speech-language pathology has developed dynamically. It plays a growing role not only in the area of education but also in the field of medicine. Teaching correct articulation is just one of possible challenges faced by speechlanguage pathologists. The multidisciplinary context of that field of knowledge can be seen in various subfields of speech-language pathology which have evolved over time. Therefore, the primary objective of the conducted research was to assess the awareness of the importance of speech-language pathologists in everyday life of children and adults. The research was carried out among 50 respondents in the city of Poznań and provided the ground for discussion on the subject being the core issue of the presented paper.</p> 2019-12-15T00:00:00+00:00 Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23252 An overview of tools useful in the speech diagnosis of a child with intellectual disability 2020-06-24T08:41:25+00:00 Mateusz Szurek pressto@amu.edu.pl <p>Mateusz Szurek, An overview of tools useful in the speech diagnosis of a child with intellectual disability. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 223–248. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.11</p> <p>Object literature offers standards of diagnostic procedure for oligophasia. The book market still lacks, however, tools that would be developed for the purpose of logopaedic diagnoses of persons with intellectual disabilities (ID), which could fully assess the speech of a child with oligophasia. Presently, specialists utilise tools used for diagnosing other disorders or create their own research tools. The choice of relevant diagnostic tools, and, as a result – later result analysis, is a complex process mostly due to the great variation of functioning of persons with ID, and due to the lack of developed reference norms for the population of persons with ID (conclusions on language development in this group are by and large quite general, frequently formulated intuitively and without support by empirical studies). As a result, the author concluded an analysis of diagnostic tools available on the book market that could provide aid in the logopaedic assessment of a child with ID, stressing the need to create an original tool adapted for diagnosing the speech disorder of oligophasia.</p> 2019-12-15T00:00:00+00:00 Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23254 Verbal fluency in categories of common and proper names in the phase of mild cognitive impairment in the course of Parkinson’s disease 2020-06-24T08:42:16+00:00 Renata Gliwa pressto@amu.edu.pl <p>Renata Gliwa, Verbal fluency in categories of common and proper names in the phase of mild cognitive impairment in the course of Parkinson’s disease. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 249–272. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.12 The article is devoted to consideration of verbal fluency in MCI-PD. The VF test allows for the detection of dysfunctions within linguistic processes, semantic memory and dysfunctions of executive functions already in the early stages of Parkinson’s<br>disease. The article compares the results of verbal fluency tests in selected categories of proper names and common names, and assesses the effect of the MCIPD stage on the test result. The comparison of the test group results with various degrees of MCI indicates a progressive decrease in verbal fluency. The experiment showed different profiles of the verbal task in terms of common and proper names.</p> Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23255 The dynamics of the language development of twins with perinatal difficulties from a neurologopedic perspective 2020-06-24T08:42:14+00:00 Manicki Krystian pressto@amu.edu.pl <p>Manicki Krystian, The dynamics of the language development of twins with perinatal difficulties from a neurologopedic perspective. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 273–298. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.13</p> <p>The present article attempts to evaluate the language development of 6-year-old twins with neurological damage developed during the perinatal period. First, the author discusses theoretical issues related to the most frequently occurring cerebrovascular diseases in children and their consequences leading to speech development disorders. Then, a neurologopedic diagnosis procedure with the use of selected research tools is described.</p> Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23256 The National Days in the Bilingual School 2020-06-24T08:42:12+00:00 Idit Perelmuter Idit Perelmuter pressto@amu.edu.pl <p>Idit Perelmuter, The National Days in the Bilingual School. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 299–333. Adam Mickiewicz<br>University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.14</p> <p><br>The bilingual school tends to address both the national days of the Arabs and the national days of the Jews as a part of its multicultural perception. As aforementioned, these days are characterized as tense and complicated days in the school, both for the Arabs and for the Jews, because of the narratives and perceptions that they represent, which sometimes are contradictory and. Nevertheless, it is possible to see that the school addresses the different perceptions and narratives of each culture, with recognition of the difference and uniqueness of each one of them and with reinforcement of the commonalities between them. In this way, it gives hope and encourages the desire for a shared life between Jews and Arabs in Israel, which on the one hand includes the difference and on the other hand broadens the common denominator between the two groups. This article will describe the national days of Arabs and Jews in the bilingual school in Jerusalem. It will focus on the meaning of the days, their complexity, and the ways of coping and implementation in the framework of the school, with reference to the school perception.</p> Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23257 Requirements for the teacher-therapist of persons with autism spectrum disorder – challenges for the new specialisation 2020-06-24T08:42:10+00:00 Joanna Buława-Halasz pressto@amu.edu.pl <p>Joanna Buława-Halasz, Requirements for the teacher-therapist of persons with autism spectrum disorder – challenges for the new specialisation. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 335–349. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/ 10.14746/ikps.2019.27.15</p> <p>The text concerns the introduced standards for educating teachers-therapists of persons with autism spectrum disorder. This new specialisation in special pedagogy is meant to respond to the needs of autistic people, but its form is not fully responsive to real needs in this area.</p> Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23258 Child with Down Syndrome in a peer group. 2020-06-24T08:42:08+00:00 Agnieszka Jędrzejowska pressto@amu.edu.pl <p>Agnieszka Jędrzejowska, Child with Down Syndrome in a peer group. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 351–372.<br>Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.16</p> <p>The attitude towards people with disabilities has changed over the last century. Both deinstitutionalisation as well as integration and normalisation allowed many people with intellectual disabilities to improve their social situation. An example of such a systemic solution supporting the development of disabled persons are integration groups. The subject of this article is a report from a pilot study on the functioning of a group of children with Down syndrome within an integration group. The objective of this study was the presentation of the reasonability of inclusion within the integration group of children with Down’s Syndrome (with the homogeneous dysfunction). Observation and sociometric tests covered children with Down syndrome from two integration groups from kindergarten no. 109 in Wrocław, Poland. I consider the essence of integration, following A. Maciarz, to be the feeling of social bonds experienced by a disabled individual, a sense of belonging to a group, as well as the conviction that one is accepted by it, despite the fact that the standards adopted by their community are not always and not fully met by them. The research was carried out for six months in a kindergarten where I was a special educator.</p> Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23273 Who Is a Creative Person? Conceptualisation of creativity by people with autism spectrum disorder. 2020-06-24T08:41:20+00:00 Arkadiusz Gut pressto@amu.edu.pl Małgorzata Moszyńska pressto@amu.edu.pl Natalia Reszuta pressto@amu.edu.pl <p>Arkadiusz Gut, Małgorzata Moszyńska, Natalia Reszuta, Who Is a Creative Person? Conceptualisation of creativity by people with autism spectrum disorder. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 373–387. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI:<br>https://doi.org/10.14746/ikps.2019.27.17 A growing body of literature has focused on individuals with autism spectrum disorder who are entering adulthood. Thus, one of the main topics is social interactions and the issue of their functioning in professional contexts. Researchers focus their attention on those individuals’ folk theories that are also crucial in the lives of the normative sample. One of the key folk theories that guide our professional lives is a folk image of the creative person. The folk theory is nothing more than tacit knowledge held by a group of people. It is a system of beliefs and an inner standard of assessment that serves us to explain, for example, why we believe that someone is creative or when we assess the effects of their work. The aim of this paper is to present chosen findings from our study of the folk theory of creativity and creative person using a sample of persons with an autism spectrum disorder. We used a reversed version of Klaus Urban’s and Hans Jellen’s Test for Creative Thinking – Drawing Production (TCT-DP) where respondents selected previously prepared drawings, instead of making them. Their task was to select the most and least creative drawings and rank all the drawings according to<br>their level of creativity. We also measured respondents’ levels of creative efficiency and creative identity.</p> 2019-12-15T00:00:00+00:00 Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23274 Demanding disability – an analysis of opportunities and threats related to the functioning of people with mild intellectual disabilities. Part 2. 2020-06-24T08:42:05+00:00 Katarzyna Parys Katarzyna Parys pressto@amu.edu.pl Sławomir Olszewski pressto@amu.edu.pl <p>Katarzyna Parys, Sławomir Olszewski, Demanding disability – an analysis of opportunities and threats related to the functioning of people with mild intellectual disabilities. Part 2. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 389–401. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.18<br>The thesis considered in the article is the statement that mild intellectual disability is a demanding disability. Three dimensions were distinguished in the description of the situation of persons with a mild intellectual disability:<br>1. Attributes of the phenomenon of mild intellectual disability<br>2. Attributes of the population of people with mild intellectual disabilities<br>3. Attributes of selected elements of the mesosystem of people with mild intellectual disabilities</p> <p>The key phenomena for these dimensions were analysed. The ambiguity of these phenomena has become the basis for considering the opportunities and threats that they may pose. Due to the extensiveness of the issues raised, the issues discussed are presented in two parts. The present text considers the third of these dimensions and the final reflections formulated on the basis of the conducted analysis.</p> Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23275 Homes integrated as an institution (total) in the support system for adults with deep intellectual disability – introduction to consideration 2020-06-24T08:42:03+00:00 Ewa Gawlik pressto@amu.edu.pl <p>The article discusses the subject of housing for people with more severe intellectual disability – as one of the forms of support. The integrated-community flat constitutes an alternative institutional form of support for persons with more severe intellectual disability. The symbolic interactionism theory was extremely helpful in preliminary deliberations and the discussed integrated-community flats were based on the conception of total institutions. Therefore, the following questions were asked: What characteristics of a total institution does the integrated-community flat have? Can the integrated-community flat be described as having characteristics of a total institution? A qualitative case study with participant observation was used for this purpose.</p> Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/23277 Employer’s Assistant – new value in employing persons with disabilities. 2020-06-24T08:41:18+00:00 Irena Ramik-Mażewska pressto@amu.edu.pl <p>Irena Ramik-Mażewska, Employer’s Assistant – new value in employing persons with disabilities. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 417–432. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.20 The purpose of this article is to present the initiative of the West Pomeranian Voivodeship in Poland, which is aimed at increasing the professional activity of persons with disabilities. The developed and tested model of the employer’s assistant is, in the special pedagogy, a new quality directed towards the labour market. The Employer’s Assistant does not deal, in essence, only with a person with a disability, but mainly with the environment of employers to hire persons that suffer from disabilities. In the article, I refer to the assistant of the disabled person as a result of the biopsychosocial model of disability, which creates a great opening to the discussion on various models of assistance. I would like to point out the specific consequences of the lack of employment among people with disabilities. I present the premises of the employer’s assistant model and the evaluation of its effectiveness, the main consequence of which is the ability to build social capital of persons with disabilities. By cooperating with many environments, the employer’s assistant develops specific social behavioural patterns and becomes a foundation of social activity of persons with disabilities.</p> 2019-12-15T00:00:00+00:00 Copyright (c) 2019