Interdyscyplinarne Konteksty Pedagogiki Specjalnej https://pressto.amu.edu.pl/index.php/ikps <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="https://pressto.amu.edu.pl/index.php/ikps/about">POLITYKA FUNKCJONOWANIA CZASOPISMA</a></li> <li class="show"><a href="https://pressto.amu.edu.pl/index.php/ikps/issue/current">AKTUALNY NUMER</a></li> <li class="show"><a href="https://pressto.amu.edu.pl/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 style="font-size: 0.875rem;"><strong><br />WSKAŹNIKI OCENY CZASOPISMA:</strong><br /></strong>Punktacja Ministerstwa Edukacji i Nauki (2021)<strong style="font-size: 0.875rem;">: 20</strong></div> <div class="oczasopismie"><strong>DOI: </strong><a href="https://pressto.amu.edu.pl/index.php/ikps/index">10.14746/ikps</a></div> <div class="oczasopismie"><strong>ISSN: </strong>2300-391X<!--<strong>ISSN (Online): </strong>2391-5838--></div> <div class="oczasopismie"><strong><br />PRACE PUBLIKOWANE W CZASOPIŚMIE OD 2016 r. DOSTĘPNE SĄ NA LICENCJI CREATIVE COMMONS: </strong><br /><a href="http://creativecommons.org/licenses/by-nd/3.0/pl/"><img src="https://pressto.amu.edu.pl/public/piotr/cc/cc1.png" alt="CC_by-nd/3.0" border="0" /></a></div> pl-PL a.wojcie@amu.edu.pl (Aneta Wojciechowska) pressto@amu.edu.pl (Pressto) Tue, 15 Jun 2021 00:00:00 +0200 OJS 3.3.0.13 http://blogs.law.harvard.edu/tech/rss 60 Oczekiwania i doświadczenia wsparcia rodziców dzieci z niepełnosprawnością https://pressto.amu.edu.pl/index.php/ikps/article/view/32011 <p>Most parents of children with disabilities still do not know what support they can expect in the situation in which they have found themselves, and where and to whom they can turn for such support. Knowledge on this subject by medical, educational and local government employees is non-complex and does not create a coherent system, and therefore does not meet the expectations and needs of the parents. Assessment of the support obtained by individual groups, as well as access to suport systems and legal, financial and psychological assistance in the rehabilitation of a child in the organization of free time, is very diverse, which proves the ineffective functioning of information on such support and assistance systems. The aim of the conducted research was to what support was given to parents of children with disabilities and whether it is relevant to their needs and expectations. The research used a quantitative and qualitative strategy. The research used the method of diagnostic survey was used, in which a questionnaire and a focus group interview were conducted. The results show that according to the parents of children with disabilities still do not receive adequate support in Poland in the situation in which they have found themselves. A coherent system should be created for the management of an integrated package of services to support families raising a child (children) with disabilities. This system, based on medical, educational and territorial employees, should provide comprehensive and effective access to information about the forms of support and assistance available to such families.</p> Marzena Buchnat Prawa autorskie (c) 2021 Marzena Buchnat https://pressto.amu.edu.pl/index.php/ikps/article/view/32011 Tue, 15 Jun 2021 00:00:00 +0200 Kompetencje pedagoga w responsywnych oddziaływaniach a efektywność terapii dzieci z zaburzeniami ze spektrum autyzmu https://pressto.amu.edu.pl/index.php/ikps/article/view/32014 <p>Every child requires an individual and subjective approach – regardless of the difficulties they experience. Each of them has their own pace and rhythm of development. Children’s development can often be disharmonious. It’s important to know that a child’s age is not always equal to their developmental age. If we look at autistic children – their situation is even more complex. Developmental disharmony, difficulties in cognitive functioning, emotional and social communication deficits – just these few challenges mean that autistic children make up one of the most challenging groups to work with for educators. When setting up and executing therapeutic, educational and educational goals, designed to minimize these unwanted behaviors and develop positive ones, it’s easy for educators to forget that they are not working with a “case” but an individual human being. A human being for whom they take responsibility, shaping their internal and external world. Therefore, the choice of therapy goal, choice of methods or forms of work should never take superiority over the child’s individuality. Some authors claim that: “treatment of a child with autism is a race against time” – there is no way to disagree with this statement, but it is worth adding that it’s the child who should be managing that time.</p> Julia Kisielewska Prawa autorskie (c) 2021 Julia Kisielewska https://pressto.amu.edu.pl/index.php/ikps/article/view/32014 Tue, 15 Jun 2021 00:00:00 +0200 Ewentualna przydatność procedur uniwersalnych w pracy z grupami podwyższonego ryzyka. Na przykładzie recepcji programu profilaktycznego „Smak życia, czyli debata o dopalaczach” https://pressto.amu.edu.pl/index.php/ikps/article/view/32016 <p>Researchers of the behavior of adolescents from the so-called high-risk groups suggest that due to the high level of problem behaviors (e.g. drinking alcohol, smoking, drug use, violence) the most appropriate preventive work is the harm reduction approach, especially in the case of borderline behaviors such as alcohol use (Pisarska, Bobrowski, Greń, Ostaszewski, 2019: 343). Applying this type of strategy to illegal behavior such as drug use, especially NPS (the so-called legal highs) seems to be a bit more problematic.</p> <p>Meanwhile, the results of research on the reception (process evaluation) of the “Taste of Life Debate” preventive program scenario indicate that selected universal procedures, intended for young people with an average level of risk, can be successfully used in work with young people at risk, as long as they relate to behavior that is not normative in the social sense (such as using NPS). The work is a short comparison of evaluation results in the universal group and in the high-risk group.</p> Krzysztof A. Wojcieszek Prawa autorskie (c) 2021 Krzysztof A. Wojcieszek https://pressto.amu.edu.pl/index.php/ikps/article/view/32016 Tue, 15 Jun 2021 00:00:00 +0200 Strategie komunikacyjne minimalnie werbalnych dzieci rozpoczynających edukację przedszkolną https://pressto.amu.edu.pl/index.php/ikps/article/view/32018 <p>In the so-called minimally verbal, a negligible degree of expressing communication behavior is diagnosed, which significantly reduces participation in interaction and reduces the effectiveness of communication. The minimal-verbal communication behaviors of preschool children in interaction are characterized by: sub-competence and transitional competence. With a shortage of linguistic resources, the child has specific communication behaviors, i.e. strategies that involve participation in interaction, the process of receiving and decoding meanings, and to a large extent the production and transmission of a message that is as understandable to the environment as possible. With limited language tools, children entering preschool education either withdraw from communicating or look for any possible means of interaction –both strategies can be observed in both natural and simulated pedagogical situations. The minimum verbosity of pre-school children does not exclude the possibility of interaction with other communication partners. The gradual transition from the level of sub-competency and transitional competence to a higher level requires early therapeutic and pedagogical activities, incentives to use achievement strategies more often, and to build bridges between communicative, linguistic and cultural competences. Without therapy, the strategies used may lead to fossilization, i.e. inhibit communication and the development of linguistic competence.</p> Monika Kaźmierczak Prawa autorskie (c) 2021 Monika Kaźmierczak https://pressto.amu.edu.pl/index.php/ikps/article/view/32018 Tue, 15 Jun 2021 00:00:00 +0200 Kreatywność językowa dzieci w wieku przedszkolnym https://pressto.amu.edu.pl/index.php/ikps/article/view/32019 <p>Linguistic creativity is a form of children’s activity that involves the creation of new words not found in adult language. The period of specific speech is the moment of the most intensive development of vocabulary – this is the time of the final formation of the language system. The linguistic creativity and cognitive activity of preschool children has a significant impact on the increase in the number of new forms created by them, which are neologisms. In this article the author discusses the ways of creating neologisms and neosemantisms by children aged 3–6 years.</p> Mateusz Szurek Prawa autorskie (c) 2021 Mateusz Szurek https://pressto.amu.edu.pl/index.php/ikps/article/view/32019 Tue, 15 Jun 2021 00:00:00 +0200 The use of the C-eye system in communication and education of children https://pressto.amu.edu.pl/index.php/ikps/article/view/32020 <p>During working with children with communication disorders, they are more and more often accompanied by devices supporting the development of speech. One of them is the C-eye system, which is used especially in two areas – communication and education. This article is an introductory report on the research on the use of high technologies in working with children with developmental disorders, accompanied by deficits in the field of verbal speech. The described case study concerns a child with delayed speech development, without any additional health burden, in whom the etiology of communication disorders has not been determined despite careful diagnostics and many specialist consultations. The article was written on the basis of observations, an interview with the family and the recommendations provided, and presents the original path of therapeutic treatment with the use of the C-eye device, which can be used in work with preschool and early school children. Very important was the neurologopedic diagnosis and research conducted during the therapy, which allowed for the proper definition of therapeutic goals and showed its effectiveness, both in the communication, educational and social sphere.</p> Marta Zawichrowska Prawa autorskie (c) 2021 Marta Zawichrowska https://pressto.amu.edu.pl/index.php/ikps/article/view/32020 Tue, 15 Jun 2021 00:00:00 +0200 Improving the process of auditory processing and speech decoding using the Neuroflow method in an 11-year-old CAPD patient https://pressto.amu.edu.pl/index.php/ikps/article/view/32021 <p>Hearing disorders at the level of the central nervous system significantly affect the development of speech and language communication in children with CAPD. One of the methods aimed at improving the auditory functions, and thus the quality of speech understanding, is Active Auditory Training with the Neuroflow method. Its effectiveness will be discussed based on the example of a 10-year-old patient with hearing impairment.</p> Izabela Ejsmunt-Wieczorek Prawa autorskie (c) 2021 Izabela Ejsmunt-Wieczorek https://pressto.amu.edu.pl/index.php/ikps/article/view/32021 Tue, 15 Jun 2021 00:00:00 +0200