Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/7676
Title: Dlaczego dziecko z niepełnosprawnością zwykle staje się uczniem upośledzonym?
Other Titles: [Why Does a Child with Impairment Usually Become a Disabled Learner?
Authors: Gajdzica, Zenon
Keywords: disabled learner
impaired identity
integrated education
Issue Date: 2012
Publisher: Wydawnictwo Naukowe Uniwersytetu im.Adama Mickiewicza w Poznaniu
Citation: Kultura-Społeczeństwo-Edukacja Nr 2/2012, s. 31-40
Abstract: The 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.
URI: http://hdl.handle.net/10593/7676
ISBN: 978-83-232-2528-7
ISSN: 2300-0422
Appears in Collections:Kultura-Społeczeństwo-Edukacja 2012, Nr 2

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