Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/12783
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dc.contributor.authorBuchnat, Marzena-
dc.date.accessioned2015-03-06T11:34:07Z-
dc.date.available2015-03-06T11:34:07Z-
dc.date.issued2014-
dc.identifier.citationStudia Edukacyjne, 2014, nr 31, s. 177-193pl_PL
dc.identifier.isbn978-83-232-2781-6-
dc.identifier.issn1233-6688-
dc.identifier.urihttp://hdl.handle.net/10593/12783-
dc.description.abstractRecent legal changes in the educational system have ensured children with mild intellectual disabilities the opportunity to study in public schools; as a result more and more children avail themselves of it. In connection with this trend we can ask: “How are the teachers of these schools ready to accept them?” After all, during the implementation of the reform in the educational system it is teachers that are the most important element determining the effectiveness of the proposed changes. They should guarantee the appropriate quality of education for children with disabilities. However, the studies conducted raise serious reservations, both as to their preparation and willingness to prepare for effective work with students with mild intellectual disabilities.pl_PL
dc.language.isoplpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.rightsinfo:eu-repo/semantics/openAccesspl_PL
dc.subjectteacherpl_PL
dc.subjectcompetencepl_PL
dc.subjectpublic schoolpl_PL
dc.subjectstudent with a mild intellectual disabilitypl_PL
dc.titleKompetencje i oczekiwania nauczyciela do pracy z dzieckiem ze specjalnymi potrzebami edukacyjnymi. Komunikat z badańpl_PL
dc.typeArtykułpl_PL
dc.identifier.doi10.14746/se.2014.31.10-
dc.description.number31pl_PL
dc.description.pageof177pl_PL
dc.description.pageto193pl_PL
dc.description.articlenumber10pl_PL
dc.description.journaltitleStudia Edukacyjnepl_PL
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