Browsing by Author "Gajdzica, Zenon"
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Item Dlaczego dziecko z niepełnosprawnością zwykle staje się uczniem upośledzonym?(Wydawnictwo Naukowe Uniwersytetu im.Adama Mickiewicza w Poznaniu, 2012) Gajdzica, ZenonThe presented study aims at the identifi cation of these mechanisms in the area of integrated education as well as at showing possible consequences for educational practice and the development of disabled learners. The first is related to the biological model of disability, which is determined by the notion of physiological norm and for which organism impairment is a constitutive feature. What ranks as priority in the second standpoint are special educational needs treated as a derivative of functional disorders. This point of view is particularly visible in some psychological definitions presenting disability as individual functional disorders. The last perspective of viewing the disabled learner which is discussed here is situated in the assumptions of constructivism. Each of the presented standpoints allows for slightly different handling of the disabled learner’s school problems. In the presented article, the discussed issues are rooted in the last – constructivist approach.Item Kultura organizacyjna szkoły integracyjnej w zwierciadle kultury pogranicza(Wydawnictwo Naukowe UAM, 2016) Gajdzica, ZenonThe thesis is put forward in the presented article that the organizational specificity of integrated education creates a unique culture with some characteristics of typical borderland. Integrated school is a place where the dominating and the subordinated culture clash and/or collaborate. Depending on the precisely specified assumptions, beliefs, the recognized values and norms (consolidated within the institutional knowledge of a particular school), two different cultures of integrated school can be formed. These cultures are shaped by two types of social practices and two different models of the functioning of school. The study is aimed at a preliminary attempt to specify these models. They are assumed to comprise a set of notions which constitute analytical categories useful in describing the daily routine of school. Moreover, these models may become a tool for interpreting and understanding the states, processes and features of some elements of school and their interrelations.Item Źródła wiedzy polskich i czeskich nauczycieli na temat przemian kształcenia uczniów niepełnosprawnych – doniesienie z badań(Wydawnictwo Naukowe UAM, 2013) Gajdzica, ZenonThe major aim of this article is to present teachers’ declarations concerning the sources of their knowledge of the educational reform for learners with special educational needs. These declarations were confronted with the declarations of teachers working in Czech schools, who have experienced structurally similar changes in previous years. The discussion is based on the thesis that teachers’ reliable knowledge of the reform is a prerequisite of its success in practice. The study consists of several parts. The fi rst one presents an outline of the development and transformations of special education in Poland and the Czech Republic. The heart of the text consists of the declarations submitted and their discussion in the context of different sources of knowledge (popular, scientifi c and institutional – otherwise called departmental). This is done in reference to the essence of the suggested and implemented changes. The text fi nishes with fi nal conclusions.