Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/25139
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dc.contributor.authorTwardowski, Andrzej-
dc.date.accessioned2019-10-31T13:42:47Z-
dc.date.available2019-10-31T13:42:47Z-
dc.date.issued2018-
dc.identifier.citationStudia Edukacyjne, 2018, nr 50, s. 31-44pl
dc.identifier.issn1233-6688-
dc.identifier.urihttp://hdl.handle.net/10593/25139-
dc.description.abstractResearchers and teachers are interested in implementing best practices that improve inclusion of students with disabilities in ordinary schools. One solution to overcome these challenges is the implementation of peer tutoring as a flexible, peer-mediated strategythat involves students serving as academic tutors and tutees. In this article the author analyzes the following issues: 1) genesis and essence of inclusive education, 2) theoretical basis of peer tutoring, 3) peer tutoring in dyads, 4) peer tutoring in classroom, and 5) conditions for implementing peer tutoring.pl
dc.language.isopolpl
dc.publisherWydawnictwo Naukowe UAMpl
dc.rightsinfo:eu-repo/semantics/openAccesspl
dc.subjectinclusive educationpl
dc.subjectstudents with disabilitiespl
dc.subjectpeer tutoringpl
dc.subjecttutors and tuteespl
dc.titleRola rówieśniczego tutoringu w edukacji inkluzyjnej uczniów z niepełnosprawnościamipl
dc.title.alternativeThe Role of Peer Tutoring in Inclusive Education of Students with Disabilitiespl
dc.typeArtykułpl
dc.identifier.doi10.14746/se.2018.50.2-
Appears in Collections:Studia Edukacyjne, 2018, nr 50

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