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="/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> pl-PL a.wojcie@amu.edu.pl (Aneta Wojciechowska) pressto@amu.edu.pl (Pressto) sob, 15 cze 2019 00:00:00 +0000 OJS 3.1.2.4 http://blogs.law.harvard.edu/tech/rss 60 Preface https://pressto.amu.edu.pl/index.php/ikps/article/view/21119 Magdalena Olempska-Wysocka Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21119 sob, 15 cze 2019 00:00:00 +0000 Extirpation of the scholarly profession in pedagogy https://pressto.amu.edu.pl/index.php/ikps/article/view/21020 <p>Bogusław Śliwerski, Extirpation of the scholarly profession in pedagogy.Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 13-31.Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.01.</p> <p>In the article I am dealing with the issue of unscientific depreciation of pedagogy as a science, which manifests itself either in the lack of reliable scientific criticism of dissertations in this discipline or the escape of some educators into politics to implement their own social intervention projects. The dispute about the scientific nature of pedagogy arises from various research traditions, scientific schools, so the author presents several such methodological approaches, whose creators emphasize the criteria of scientificity and indicate the resulting limitations and their incomparability. Meanwhile, self-awareness of the academic criteria of pedagogy is important in the way of reviewing the scientific achievements of young academic staff. Based on reviews in post-habilitation proceedings, I present various types of arguments in favor of the unscientific status of someone’s research and the reaction of those whose publications are reviewed</p> BOGUSŁAW ŚLIWERSKI Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21020 sob, 15 cze 2019 00:00:00 +0000 The economics of disability and the discourse of eliminating inequalities and providing equal opportunities https://pressto.amu.edu.pl/index.php/ikps/article/view/21106 <p>Marcin Wlazło, The economics of disability and the dis-course of eliminating inequalities and providing equal opportunities. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 33-53. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.02</p> <p>Disability results in certain economic consequences, which are analysed mainly because of the generation of cost. The economic situation of people with disabilities and their families is usually associated with negative effects of neoliberalism, or causing and strengthening social inequality and excluding people unattractive on the market. In this context, the relationship between technological progress, economic growth and diagnostic and therapeutic services are also analysed. The article presents various aspects of the economic discourse focused on disability. The analysis is based on examples that consolidate the traditional image of disability as a factor affecting low economic status, through a description of the market of services and goods for people with disabilities, to examples of economic success achieved by people with disabilities.</p> MARCIN WLAZŁO Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21106 sob, 15 cze 2019 00:00:00 +0000 The selected premises for the reconfiguration of the disability model. The posthumanist perspective https://pressto.amu.edu.pl/index.php/ikps/article/view/21123 <p>Teresa Żółkowska, Karolina Kaliszewska, The selected premises for the reconfigura-tion of the disability model. The posthu-manist perspective. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 55-81. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.03</p> <p>In the contemporary special pedagogy, it is clearly seen, that we are dealing with a situation of passing over scholarly programmes that refer, i.a. to the medical and social model of disability. We remain in a inter-paradigmatic transition period, in which new views on disability are appearing. One of the most popular scholarly approaches is the posthumanism, the characteristics of which are, i.a.: the critique of humanism, the departure from anthropocentrism, the appearance of a new materialism, the direction of research towards objects, animals, as well as, the relations of people and non-people. The example of such posthumanist approach, that may constitute the context for the creation of new models of disability, is the Actor-Network theory developed by Bruno Latour and his associates.</p> TERESA ŻÓŁKOWSKA, KAROLINA KALISZEWSKA Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21123 czw, 23 sty 2020 18:25:50 +0000 The educational context of the Sejm protest by people with disabilities and their families https://pressto.amu.edu.pl/index.php/ikps/article/view/21105 <p>Magdalena Bełza-Gajdzica, Zenon Gajdzica, The educational context of the Sejm protest by people with disabilities and their families. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 83-103. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.04</p> <p>This paper presents an analysis of the social reception of a protest by people with disabilities and their families (and guardians), with a special focus on its educational dimension. The protest took place in the main corridor of the Sejm complex in Warsaw in April and May 2017. The first part of the paper comprises the essential characteristics of social protests. The second provides a brief overview of media information about the discussed protest. The recapitulation of this part specifies the conditions that give the protest an educational dimension. From there, the analysis is narrowed to the reception of knowledge pertaining to the situation of the needs of people with disabilities and their families and the change in attitudes to this social group. The third part comprises a presentation of the research results on this issue. The research was conducted with the use of diagnostic polling—the questionnaire technique, applied to a group of 200 people. The research results show that the protest was a kind of information campaign and that it contributed to some changes in respondents’ knowledge concerning people with disabilities and their families and the transformation of attitudes to their needs.</p> MAGDALENA BEŁZA-GAJDZICA, ZENON GAJDZICA Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21105 sob, 15 cze 2019 00:00:00 +0000 Special pedagogy at a crossroads. Perspectives of contemporary special pedagogy https://pressto.amu.edu.pl/index.php/ikps/article/view/21022 <p>Grażyna Dryżałowska, Special pedagogy at a crossroads. Perspectives of contemporary special pedagogy. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 105-125. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.05</p> <p>The article is an attempt to reflect on the difficult situation in which special pedagogy was found. It is more difficult than the crisis that took place after 1989, because the fascination with the idea of normalisation and integration is gradually decreasing, and there is no new concepts for the further development of special education as a scientific sub-discipline obliged to respond to modern challenges.</p> GRAŻYNA DRYŻAŁOWSKA Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21022 sob, 15 cze 2019 00:00:00 +0000 Inclusive education in the opinion of the teachers from special pre-schools, regarding the chances of success of the inclusive actions towards particular groups of students, education participants, and teachers’ seniority https://pressto.amu.edu.pl/index.php/ikps/article/view/21023 <p>Iwona Chrzanowska, Inclusive education in the opinion of the teachers from special pre-schools, regarding the chances of success of the inclusive actions towards particular groups of students, education participants, and teachers’ seniority. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 127-149. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.06</p> <p>Within the context of the implementation of the inclusive education model, it seems important to learn the opinions of the teachers, particularly those teachers that are experienced in working with a child/student with a disability, regarding the chances of success of inclusive actions, both in the context of the type, and the level of severity of the developmental disorder, the hazard of the developmental disorder, as well as, regarding the remaining participants of inclusive education, i.e. students without or with special educational needs, however, displaying certain aptitudes. The text focuses on the teacher from the pre-school level of education, as well as, refers to the determination of their attitudes towards the realisation of the model of<br>inclusive education, as related to their seniority.</p> IWONA CHRZANOWSKA Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21023 sob, 15 cze 2019 00:00:00 +0000 The teachers’ self-efficacy and its importance for inclusive education https://pressto.amu.edu.pl/index.php/ikps/article/view/21145 <p>Zuzanna Narkun, The teachers’ self-efficacy and its im-portance for inclusive education. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019.<br>Pp. 151-176. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https:// doi.org/10.14746/ikps.2019.25.07</p> <p>The aim of this article was to describe the teachers’ self-efficacy, self-efficacy for the purpose of inclusive practices, and to show its importance for the development of inclusion. Issues related to the self-efficacy of teachers (the definitions, the sources of self-efficacy, and the measurement of teachers’ self-efficacy) have been described. The resulting findings of the research on teachers’ self-efficacy, its antecedents and consequences have been presented. Moreover, connections between self-efficacy and effective implementation of inclusion have been discussed.</p> ZUZANNA NARKUN Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21145 sob, 15 cze 2019 00:00:00 +0000 (Non)integrated culture in Polonia Maior elementary schools – from the perspective of the teachers of integrated classrooms https://pressto.amu.edu.pl/index.php/ikps/article/view/21117 <p>Matylda Pachowicz, (Non)integrated culture in Polonia Maior elementary schools – from the perspective of the teachers of integrated classrooms. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 177-196. Adam Mickiewicz<br>University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.08</p> <p>The Activities of Polish educational authorities are aimed at eliminating special education in Poland, for the development of integrated and inclusive education, following a model of certain European Union countries. Due to the new trends, the demand for special pedagogues in mainstream schools is increasing. Thus, the nature of both mainstream schools and mainstream pre-schools, as well as, special education establishments, is changing. Education of children with various types of development disorders has become a general educational problem. Not only does a narrow group of specialists deal with it, but it has also resulted in a change within the educational culture of Polish schools. In regard to the above, the school’s culture towards the Different, can be either pro-integrated or anti-integrated. A very important role, in the process of shaping a specific school culture, is played by teachers, their motivation to work, their professional preparation and the way they perceive the development of students with disorders.</p> MATYLDA PACHOWICZ Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21117 sob, 15 cze 2019 00:00:00 +0000 The improvement of partnership of family and school – in the light of evaluation research https://pressto.amu.edu.pl/index.php/ikps/article/view/21104 <p>Karol Bidziński, The improvement of partnership of family and school – in the light of evaluation research. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 197-227. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.09</p> <p>Humanistically oriented, qualitative educational studies allow learning about and supporting the processes of social change, including the development of schools directed towards the implementation of the idea of inclusive education. Evaluation research seems to be particularly useful for achieving this goal. The results presented in the article are a part of the extensive material collected in field research, which was conducted in the years 2015-2018 in eight schools of Świętokrzyskie Voivodeship. The aim of the study was to describe school community activity and the subjective and intersubjective structure of the meaning of entities creating space for the implementation of students’ educational needs. The article presents the beliefs of parents and teachers on the educational partnership of schools and family, as well as barriers in its development, reconstructed on the basis of data originated from group discussions conducted in one of the schools that participated in the research.</p> KAROL BIDZIŃSKI Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21104 sob, 15 cze 2019 00:00:00 +0000 Towards a radical life. The social and aesthetic themes in Helen Keller’s activity in defence of humanity https://pressto.amu.edu.pl/index.php/ikps/article/view/21021 <p>Edyta Nieduziak, Towards a radical life. The social and aesthetic themes in Helen Keller’s activity in defence of humanity. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 229-254. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.10</p> <p>The article is an attempt to describe three biographical motifs of H. Keller, referring to aesthetic experiences (R. Ingarden) caused by various experiences: tactile in contact with sculpture, haptic in contact with music, and literary. The starting point to consider, however, is the category of humanity in the sense of M.S. Archer. The reflexivity characteristic of humanity, combined with the aesthetic experience, makes the themes describe the non-aesthetic experiences of H. Keller. In the analysis, the author used H. Keller’s correspondence, her works, biographical sources, photographs and video recordings.</p> EDYTA NIEDUZIAK Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21021 sob, 15 cze 2019 00:00:00 +0000 The careers of graduates of special schools – different faces of adulthood among people with mild intellectual disabilities https://pressto.amu.edu.pl/index.php/ikps/article/view/21024 <p>Izabella Kaiser, The careers of graduates of special schools – different faces of adulthood among people with mild intellectual disabilities. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 255-273. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.11</p> <p>The source literature lacks a precise vision of an adult with an intellectual disability. The dominant view, in which the life of people with intellectual disabilities is perceived, is the indication of health, architectonic, employment, and educational barriers, or of the lowered social competencies required for the proper fulfilment of social roles. Is that right? The fates of the graduates of one of the special schools in Poznań, are an attempt to answer that. The subjects include both professionally active and unemployed graduates, women who have established families, and fulfil the roles mothers and wives, as well as, an adult man receiving pension benefits. The stories of Justyna, Patryk, Ania and Kamil, prove that people with mild intellectual disabilities consider vocational work as one of the basic attributes of adulthood. Simultaneously, they imply the need for urgent changes in special vocational education, aimed at minimising the observed discrepancies between the vocational competencies acquired by people with disabilities, and their fitness regarding the modern labour market. The fates of two adult women, Beata and Magda, confirm that<br>marriage and family are values held in high regard, remaining an important aspect in the life plans of people with intellectual disabilities. Szymon’s story is an example of a man who, due to somatic disorders accompanying intellectual disabilities, and the overprotective attitude of his parents, is unable to act as a fully mature person. Therefore, the adulthood of persons with mild intellectual disabilities has many<br>faces. It seems important to monitor the situation of special school graduates systematically, as, in the constantly changing reality, it will allow them, to be more rationally prepared for the fulfilment of their social life.</p> IZABELLA KAISER Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21024 sob, 15 cze 2019 00:00:00 +0000 Deaf sociocultural identity and experiencing symptoms of depression – a preliminary study of adult CI users with prelingual deafness https://pressto.amu.edu.pl/index.php/ikps/article/view/21100 <p>Joanna Kobosko, Deaf sociocultural identity and experiencing symptoms of depression – a preliminary study of adult CI users with prelingual deafness. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 275-295. Adam MickiewiczUniversity Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.12<br>Deaf sociocultural identity of the deaf is an important issue from the point of view of their psychological and social functioning. The present study was focused on people with prelingual deafness using cochlear implants (CI) demonstrating high skills in oral Polish language. The research question concerned the relation between the aforementioned identity and symptoms of depression, as well as the age, sex and age at cochlear implantation. The study included 28 prelingually deaf CI users aged between 18 and 40 and was conducted using N. Glickman’s DIDS, PHQ-9 and an information questionnaire. Deaf sociocultural identity is similar in terms of proportion of types of identities of the deaf to the results obtained in other studies, i.e. hearing and bicultural identities turned out to be predominant in the study group. The marginal identity only coexists with the presence of depression symptoms.</p> JOANNA KOBOSKO Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21100 sob, 15 cze 2019 00:00:00 +0000 Competencies of a deaf educator and deaf speech and language therapist in the diagnostic and therapeutic process of a child with hearing impairment https://pressto.amu.edu.pl/index.php/ikps/article/view/21121 <p>Renata Marciniak-Firadza, Competencies of a deaf educator and deaf speech and language therapist in the diagnostic and therapeutic process of a child with hearing impairment. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 297-331. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https:// doi.org/10.14746/ikps.2019.25.13</p> <p>The specificity of the cognitive processes of a child with hearing impairment, and the need to apply appropriate methods and means of teaching, requires participation of a properly prepared specialist in the field of remedial and educational, preventive and therapeutic work in the didactic process. The manifestation of not only theoretical reflection on the profession of teacher and speech and language therapist, but also the effect of practical searches related to the vocational education and training of educators and speech and language therapists,<br>as well as the assessment of their work, is the issue of professional competencies of a deaf educator and deaf speech and language therapist in the diagnostic and therapeutic process of a child with hearing impairment. Competence is understood in the article in two ways: as a range of knowledge, skills, predispositions and as a range of qualifications.</p> RENATA MARCINIAK-FIRADZA Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21121 sob, 15 cze 2019 00:00:00 +0000 Senior citizens losing vision as a challenge to contemporary special education https://pressto.amu.edu.pl/index.php/ikps/article/view/21102 <p>Kornelia Czerwińska, Izabella Kucharczyk, Senior citizens losing vision as a challenge to contemporary special education. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 333-351. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.14</p> <p>Acquiring blindness or low vision at the senior age usually results in decreased quality of life due to a decrease in functional performance in the areas of activities of everyday activities, spatial orientation and mobility, physical activity, spending free time and obtaining information. Loss of vision also implies serious emotional consequences, which in the absence of professional therapeutic help and social support can lead to mental health disorders. Research analyses indicate that the level of satisfying rehabilitation needs of seniors who are losing vision is relatively low, and the specificity of their functioning resulting from the coexistence of various health problems is rarely included in support programs. The aim of the article is to indicate areas that have been so far neglected in the rehabilitation of elderly people who have acquired visual impairment and to formulate proposals aimed at increasing the availability and quality of therapeutic services for this social group.</p> KORNELIA CZERWIŃSKA, IZABELLA KUCHARCZYK Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21102 sob, 15 cze 2019 00:00:00 +0000 Echolocation, as a method supporting spatial orientation and independent movement of people with visual impairment https://pressto.amu.edu.pl/index.php/ikps/article/view/21103 <p>Kamila Miler-Zdanowska, Echolocation, as a method supporting spatial orientation and independent movement of people with visual impairment. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 353-371. Adam Mickiewicz<br>University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.15</p> <p>People with visual impairment use information from other senses to gain knowledge about the world around them. More and more studies conducted with<br>the participation of visually impaired people indicate that data obtained through auditory perception is extremely important. In this context, the ability of echolocation used by blind people to move independently is interesting. The aim of the article is to present echolocation as a method supporting spatial orientation of people with visual impairment. The article presents the results of empirical studies of echolocation. It also presents the benefits of using this ability in everyday life and signals research projects related to the methodology of teaching echolocation in Poland. People with visually impaired to get knowledge about the world around them use information from other senses. Many studies conducted with the participation of visually impaired people indicate that data obtained through hearing are extremely important. In this context, the ability of echolocation used by blind people to move independently is interesting. The aim of the article is to present echolocation as a method supporting spatial orientation of people with visual disabilities. The article presents the results of empirical studies on echolocation. It also presents the benefits of using this skill in everyday life and signals research projects on the<br>methodology of teaching echolocation in Poland.</p> KAMILA MILER-ZDANOWSKA Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21103 sob, 15 cze 2019 00:00:00 +0000 “Between a child who wants to tell and an adult who does not want to hear”. Arts Therapists’ Dilemmas in the Application of Arts Therapy with Children from Arab Society Who Suffered Abuse https://pressto.amu.edu.pl/index.php/ikps/article/view/21018 <p>Amani Mussa, “Between a child who wants to tell and an adult who does not want to hear”. Arts Therapists’ Dilemmas in the Application of Arts Therapy with Children from Arab Society Who Suffered Abuse. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 373-401. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.16.</p> <p>The Arab education system in Israel together with the ethics and legal regulations are found to indicate reports of maltreated and sexually abused children. The problem of viewed in this paper is connected with the reporting of children who had experienced maltreatment and sexual abuse. The article aspires to present the work and dilemmas of art therapists using arts therapy when working within educational and therapeutic frameworks in Israeli Arab society. Today, the field of arts therapy in the Arab society is in its initial stages in contrast to the seniority this field has gained in the Jewish society and more traditional therapies such as psychology and psychotherapy. In the Arab society, mental therapy is uncommon. The field of therapy as a whole is undeveloped and conducted secretly largely due to shame, stigma and prejudices associating mental therapy with mental illnesses or disorders (Masarwa &amp; Bruno, 2018). Until recently, arts therapy has not been practiced at all in Israeli in the Arab society. In comparison to psychological treatment, arts therapy carries an extra value because of its non-verbal work methodology, and enables can the client to make projection and reduction of social and personal objections in face of the therapeutic process. In recent years, implementation of this field of knowledge has gained momentum in therapeutic frameworks in general and at schools in particular, slowly becoming an integral part of the education system. However, this field is still in its early stages and it is oriented towards special education students and those with special needs (Nachum, 2007; Moriah, 2000).</p> AMANI MUSSA Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21018 sob, 15 cze 2019 00:00:00 +0000 Contemporary architect’s self-education on the issues concerning architecture history. Selected problems https://pressto.amu.edu.pl/index.php/ikps/article/view/21118 <p>Olga Chrzanowska, Contemporary architect’s self-education on the issues concerning architecture history. Selected problems. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 403-417. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.17</p> <p>The aim of this text is to describe the risks faced by contemporary architects when undertaking to learn, either directly or indirectly, about architecture in the era of the Internet and mass consumption of culture. The role of architect’s self-education on the issues concerning architecture history and aesthetic empathy theory in the context of everyday architectural landscapes. As an example, the historical foundations for the thinking on modernity in designs of the three architects: Peter Zumthor, Christian de Portzamparc and David Chipperfield</p> OLGA CHRZANOWSKA Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21118 sob, 15 cze 2019 00:00:00 +0000 Book review: The Methods of Logopaedic Therapy (Metody terapii logopedycznej) Editors: Aneta Domagała and Urszula Mirecka Maria Curie-Skłodowska University, Lublin 2018 https://pressto.amu.edu.pl/index.php/ikps/article/view/21120 MATEUSZ SZUREK Copyright (c) 2019 https://pressto.amu.edu.pl/index.php/ikps/article/view/21120 sob, 15 cze 2019 00:00:00 +0000