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These proceedings represent the work of contributors to the Scientia Moralitas Conference held online on November 22-23, 2020. The objective of this conference is to promote multidisciplinary research on ethics, social sciences, and humanities, and stimulate dialogue on current issues affecting the real world.
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In the context of new informational and communicative technologies (NTIC), the support for students with specific learning disabilities (TSI) should become increasingly easy to offer and implement. In accordance with the legal provisions of the methodological rules and their objectives, among the compensatory measures that can be offered to students with TSI during the teaching-learning process, is the use of computer / tablet with a software - vocal synthesizer, that turns the reading theme into a listening theme. In this category should also be included a smartphone with an application that allows reading the QR codes and that has the role of interpreting an image and decipher that code. The application can be downloaded from the App Store (for Apple products) or from the Play Store (for Android). Taking into consideration that these codes allow a huge data storage due to the fact that the writing of data is done both vertically and horizontally, their use in the educational process takes on new dimensions. QR codes can be used in the teaching-learning process for students with dyslexia, simply by scanning the code with the mobile. Once generated, this code is applied on the manual or on teaching material for which it was generated and simply by scanning the code with the phone, the students can access the manual or teaching material in audio, video and text formats.
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The emerging of digital technology not only encourages the development of new tools but also changes traditional approaches to solving emerging problems. The sound, music, art, colors, etc. that prevailed in the 20th-century forms of therapy are being replaced by integrated systems that overcome many of these forms, thanks to digital technology. With the increasing number of people with autism spectrum disorder (ASD) in the world, such systems provide new opportunities for the treatment of these disorders. In this research, the creation of such a system has been chosen as the object of work. The article presents an interactive tool for the education of children with ASD created by audio, video, and computer technologies and assesses its potential impact. The experimental research and its results are presented. This study aims to evaluate an interactive instrument developed for the education of such children. Following the objectives of ensuring the interactivity of the process, provoking all the perceptions of the subject, and developing the subject's ability to respond to the environment, a personalized audiovisual environment was created. For interactivity, the virtual program EyeCon, Webcam and camcorders, video projector, and speaker system were used. The study was conducted with one subject and a case study method was used. The impact of the instrument was established based on a survey of the parents of the child and the findings of childcare experts. The results of the study demonstrated the positive benefits for this child such as increased eye-to-hand coordination, concentration duration, improved communication, and emotional expression. The results obtained show that such interactive multi-sensory environments in special and general education schools can be a supplemental tool for traditional methods.
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The aim is to characterize inclusive education of pupils with epilepsy at elementary school. It focused on introduction of epilepsy as a chronic disease and it includes specifics of inclusive education of the pupils in terms of the effect of this neurological illness and the pupil´s development of the personality. It describes the process of special needs diagnostic. It provides the analysis of the supportive measures. The text contains the examples of successful practice. It includes also an analysis and interpretation of a questionnaire SDQ, Cze, which was administered at the beginning and the end of the school year at the examined inclusive classrooms and the controlled classrooms of the participating schools.
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Part of the anthology is the 17 papers from the musical-pedagogical conference Musica viva in schola XXIX. with the name „Hudební výchova ve světle výzkumu“. Three authors work abroad, the remaining fourteen in our country. In the framework of the conference were presented the results of musical empirical sociological research conducted in recent years by the Department of Music of the Masaryk University, the papers that are closely related to the entry of modern technologies into the process of teaching/learning the music in education and other contributions were also be given to the issue of new methods, concepts and standards of music education.
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The publication presents particular and effective methods that can be applied in a wide range of target groups in socio-pedagogical context. The first chapter presents the context between social pedagogy and drama education. A brief overview focuses on basics, short history, target groups and training of social educators. In the following chapters are described selected methods and approaches of drama education. The methods are: structured drama, drama in education and storytelling. Every single method is presented in theoretical context and in practice. The text reflects the experience of authors with the application of drama education to the education of pedagogical staff and into practice. The conclusion of the publication presents the practical lessons made by Ukrainian students under the guidance of their teachers.
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Limited and disordered movement or ability to move has an impact on the educational process and vocational training of the people with physical disability. Together with the inclusive trends in the society it is necessary to create resources which enable to teachers, assistants and leisure time teachers to work with people with physical disability. The base of presented e-book is aimed on the support including the educational process and the aim is to summarise and present possible intervention and compensation. The studying text should make the orientation in the presented field easier and provide support to students and special needs teachers and to other specialists to solve the problems in the sphere of support of people with physical disability.
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Limited and disordered movement or ability to move has an impact on the educational process and vocational training of the people with physical disability. It is not always possible to be educated at the place of living, because all schools have non barrier access and are not able to ensure optimal conditions for inclusive education. Immobility often means limited participation of pupil in some lessons, limits the choice of the leisure time activities and complicates independent movement (on a wheelchair) in the social environment due to the lack of the non-barrier access to pavements, shopping centres and cultural centres and offices. In some cases, persons with severe disability have limited life space and are often socially isolated. Together with the inclusive trends in the society it is necessary to create resources which enable to teachers, assistants and leisure time teachers to work with people with physical disability. The base of presented e-book is aimed on the support including the educational process and the aim is to summarise and present possible intervention and compensation. The studying text should make the orientation in the presented field easier and provide support to students and special needs teachers and to other specialists to solve the problems in the sphere of support of people with physical disability.
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The theoretical part describes the bases for the communication process and its disruption in a broader context, focusing on school age and reflection in the current and educational communication situation. The research part offers the results of the survey, which results from long-term cooperation with two primary schools of inclusive type, in which pupils with different forms of special educational needs are educated. In these schools, precisely, in these classrooms in which pupils with impaired communication ability were educated, the activities aimed at strengthening communicative competence and social ties were carried out at regular intervals during one school year.
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The aim of the methodological book is to depict the education of the children with partial function deficits in preschool age and to introduce the specifics of education of the pupils with specific learning difficulties and cognitive disability. The main focus is devoted to a role of the teachers in the inclusive education in terms of the concept of the intervention of the pupils with special needs. The research includes an analysis and an interpretation of the questionnaire SDQ Cze which was administered at the beginning and the end of the school year at the examined inclusive classrooms and the controlled classrooms of the participating schools.
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Inclusive education is an important term for modern educational reforms where enhancing inclusive education implies recognition of inclusion as a process in which the child is at the center of attention, as well as the empowerment and education of those who directly influence the education of children. The concept of inclusive education does not only concern the integration of children with special educational needs into a formal education system, but includes changes and modifications of content, approaches and strategies to ensure quality education for all children. In order to improve inclusive education in Bosnia and Herzegovina, there is a need to strengthen and educate those who work directly and influence the education of children. Thus, the goal of educational inclusion is not just to integrate children into regular schools, but to ensure the conditions in which their needs will be met. 296Although practices differ from school to school, regular education facilities are still difficult. In most schools, teachers still lack the necessary professional assistance in direct work with children, and the aggravating circumstances are also poor physical and material conditions, lack of individualized programs and didactic aids.The aim of this study was to examine attitudes and opinions of teachers and principals of primary schools when it comes to children with special educational needs, their education and how and in what way they are carrying the change that requires inclusive education. Respondents in the survey were educators from the area of Travnik municipality.
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Education in the 21st century is not only focused on the use of new teaching tools but provides the opportunity for all children and children with disabilities to get a quality education. The purpose of education is to transform children’s lives to the better and to enable them, like other citizens, to enjoy in society. By educating, children achieve success, their self-esteem is raised so that they can develop the level of emotional resistance. The task of schools is to create a dynamic and innovative environment in which children with disabilities will be nurtured and formed with the goal of becoming active participants in the learning process.548This paper will show the mission and purpose of inclusive education in the 21st century, the benefits of inclusion, and how assistive technology can help students with disabilities, and how the teacher can help and contribute to the successful education of children.It was concluded that the attitude of the society towards children with difficulties until the 20th century was determined by various social and cultural factors that caused obstacles to the provision of education and prevented the inclusion of children with disabilities in all spheres of social life. The 21st century has enabled many changes, such as overcoming obstacles to inclusive education, new teaching methods and tools have been developed, and the use of assistive technology has contributed to improving life and eliminating learning difficulties in children with developmental disabilities. The purpose of this research is to provide basic information about education and to indicate that modern teaching methods and resources, then the adapted Curriculum and Program can successfully influence the education of children with developmental disabilities. The work will increase the awareness of the society about the education and acceptance of children with disabilities.The methods used in this work are the method of description, the method of analysis, while for the conclusion the inductive and deductive method is used.
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The objectives of the paper were to find out, in students with difficulties, the relationship between school grades and attending classes based on a decision on appropriateform of schooling, and to analize whether the teachers' actions differ in evaluating the achievement of such pupils by the form of schooling. In 125 primary schools in Croatia, volunteer and anonymous self-assessments were conducted with the Scale of Educational Teaching Strategies (Kovacic & Vlah, 2018). Classteachers assesed their teaching with 1277students (N = 1026; Mage = 43; 86% women). It was a selected group of pupils from the first to the eighth grade that the classmates have detected behavioral difficulties, irrespective of the type of program they were attending, and subsequently a dichotomous variable was used to document theofficial solution of appropriate schooling (YES / NO). Two hypotheses were tested by a hi-quadratic test, discriminatory analysis, and frequency of fundamental results.30% of students in the sample have official solutions for an appropriate form of schooling. Proportionally, there are more pupils of very good and excellent success among those who lack the official document of appropriate form of schooling, and relatively there are more students who have sufficient and good success among those who have the official document of appropriate form of schooling. These two subgroups of disadvantaged students also differ in 23% variance regarding to the methods of evaluating their achievements in a way that teachers more often apply customized and individualized evaluating strategies to students with appropriate forms of schooling.Despite the fact that the teachers more often apply the customized forms of evaluation to students who have official document of appropriate form of schooling, the same students have weaker grades than students who do not have such documents. The results are discussed in the context of teacher competency for prescribed and recommended methods and techniques of appropriate evaluation and assessment as well as level and intensity of behavioral difficulties in pupils. Since our basic approach on the concept of protecting the fundamental human rights of every student for an appropriate form of education, it is essential that such research will be carried out further to determine the possibilities of improving the educational practice for students with a greater intensity behavior.
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The text offers information on visual impairment and its impact on the educational process and school work. The text provides background information for ordinary school teachers not only about the special educational needs of a pupil with visual impairment, but also about how to support the inclusive climate of the classroom in accepting diversity, cooperating pupils and communicating with each other in the classroom. The text also offers information on the role of drama in inclusive education.
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Education of pupils with learning disabilities has been in the centre of attention of teachers, parents as well as the general public. When solving our project we verified several ways of teaching mathematics at an ordinary primary school, which might help included pupils to handle some of their problems with this subject. Key activities had been prepared in order to introduce new approaches to teaching pupils with learning disorders in heterogeneous classes, with respect to development and strengthening of pupils' competences. Our project gave a positive outcome in changing attitudes of the included pupils to mathematics and improvement of their results. Also, the structured way of teaching mathematics helped most pupils in the class.
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Kolejna czwarta z serii monografii Sekcji Socjologii Niepełnosprawności PTS poświęcona została edukacji osób z niepełnosprawnościami. Znalazły się w niej teksty dotyczące m.in.: funkcjonowania przedszkoli i szkół integracyjnych, szkolnictwa specjalnego, orzecznictwa poradni psychologiczno-pedagogicznych, edukacji ustawicznej dorosłych osób z niepełnosprawnością, barier edukacyjnych osób z niepełnosprawnościami czy prawa osób z niepełnosprawnością w wymiarze edukacyjnym. Tematyka ta ma dziś istotne znaczenie. Z jednej strony wynika to z problemów, jakie dotknęły uczniów, nauczycieli oraz szkoły w dobie pandemii COVID-19. Z drugiej strony kształcenie osób z niepełnosprawnościami stanowi istotny element polityki społecznej. Z tego względu w niniejszej monografii zaprezentowano diagnozy i ukazano problemy związane z kształceniem osób z niepełnosprawnościami, realizacją ich potrzeb oraz wspieraniem w rozwoju. Dzięki tekstom przedstawiającym najnowszy stan wiedzy i wyniki prowadzonych badań możliwe stało się również wskazanie pożądanych kierunków w kształceniu osób z niepełnosprawnościami z uwzględnieniem potencjału, jaki do edukacji mogą wnieść najnowsze technologie.
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The BOOST Guide for School Staff (Pol. Kompetencje społeczno-emocjonalne uczniów. Przewodnik dla nauczycieli) contains materials that can be treated asan inspiration to develop pupils’ socio-emotional skills; the book can be used by both teachers and non-teaching staff. It was created for the purposes of the EUproject Building social and emotional skills to BOOST mental health resilience inchildren and young people in Europe and funded from the Horizon 2020 scheme, with Poland, Norway and Spain as participants.
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Edukacja bez granic to seria raportów Fundacji Rozwoju Systemu Edukacji, której celem jest podsumowanie – w ramach realizacji perspektywy finansowej UE na lata 2021–2027 – przebiegu najważniejszych unijnych programów edukacyjnych i młodzieżowych oraz inicjatyw im towarzyszących. Niniejsza publikacja skupia się na drugim roku działań. Za pomocą liczb pokazuje, że zarówno Erasmus+ – flagowy program koordynowany przez Fundację – jak i Europejski Korpus Solidarności, a także programy wspierające i projekty finansowane ze środków Programu Operacyjnego Wiedza Edukacja Rozwój, wróciły po pandemii na właściwe tory. Bogata oferta inicjatyw europejskich wzbudza zainteresowanie nowych beneficjentów i daje szansę na rozwój osobom korzystającym z ich oferty edukacyjnej.
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The intention of this resource pack is to contribute to the language education of Deaf, deaf and hard of hearing (D/d/hh) students in post-secondary education. In general terms, the materials provide theoretical background for teaching languages to D/d/hh students and their engagement in study stays abroad as well as practical booklets, which focus on the possibilities of teaching reading, writing and developing study skills in D/d/hh learners.
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Methodology for Social Educators provides a comprehensive view of the position of the social educator in the school and the activities that are commonly carried out in the school environment. In the first chapters, the publication presents the theoretical framework and historical development of the position, the current state of legislative anchoring or the target group of social pedagogues, as well as offers a comprehensive view of the competencies of the position of social pedagogue, the range of activities that social pedagogues perform in practice or the methods they use. The methodological part of the book, spread over ten chapters, offers guidelines for preventive action, intervention, diagnostics and depistige, work with a pupil's family or a pupil with social disadvantages, interdisciplinary cooperation and other activities that social pedagogues perform. The publication is usually intended for social pedagogues or students preparing for the profession.
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