Dlaczego dziecko z niepełnosprawnością zwykle staje się uczniem upośledzonym?
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Date
2012
Authors
Advisor
Editor
Journal Title
Journal ISSN
Volume Title
Publisher
Wydawnictwo Naukowe Uniwersytetu im.Adama Mickiewicza w Poznaniu
Title alternative
[Why Does a Child with Impairment Usually Become a Disabled Learner?
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.
Description
Sponsor
Keywords
disabled learner, impaired identity, integrated education
Citation
Kultura-Społeczeństwo-Edukacja Nr 2/2012, s. 31-40
Seria
ISBN
978-83-232-2528-7
ISSN
2300-0422