Over the last 20 years, Polish society’s attitude towards people with disabilities has changed for the better. However, we still have not completely rid ourselves of prejudices, fears, and stereotypes.
The article is dedicated to the problems of the functioning of people with disabilities in the Polish penitentiary system. It present theoretical considerations, regarding the nature of imprisonment, adaptation problems, types of adaptation strategies, therapeutic system and its limitations, as well as premises for the implementation of own research.
Psychodrama is a method of therapy and personal development which strongly engages – apart from the intellect – the body and emotions. It frequently makes use of symbols and metaphors based on a natural inclination to play, at the same time triggering spontaneity and creativity. Psychodrama was invented by Jacob Moreno in the early 20th century. For a long time, it has been subjected to various changes. Its development has brought about the adjustment of its tools to different needs and group situations. Today, psychodrama is widely applied in psychotherapy, personal development, business, as well as education. The presented study is aimed at showing the usefulness of psychodrama as a tool which enhances the understanding of disability by both people without disability (as it is understood by the non-disabled) and the disabled (as regards the understanding of their own limitations). An additional goal is presenting the general assumptions of psychodrama the benefits from using its techniques for the development of e.g. teachers, therapists, tutors and other people working with the intellectually disabled, post-graduate students of special pedagogy in the field of oligophrenopedagogy.
Various experiences related to research work, including the less successful ones, are all part of the research process. Awareness of their existence allows to draw conclusions from one’s mistakes and a more responsibly design of a research. This article aims to understand the traps a researcher, exploring intellectual disability, may fall into. As a result of search and reflection, three kinds of traps can be listed: resistance — submission, norm — pathology, correctness — negligence.
The aim of the study is to compare the development of self-esteem and identity integration over time among people with disability and without it (data from norm groups), including people with a spinal cord injury as well as with disabilities caused by other reasons. The research examined self-esteem and identity integration of individuals with disability with regard to disability duration, gender, age, correlation analysis of self-esteem and identity integration. The sample consisted of 133 individuals with acquired disabilities. The study used the Polish adaptations of Rosenberg Self-Esteem Scale and Multidimensional Self-Assessment Inventory. Additionally, the respondents with disability completed a form with questions about their age, gender, disability duration and its cause. The outcomes of SES and MSEI modules were checked against the norm groups. The results demonstrated that self-esteem and identity integration do not vary with regard to gender, age or acquired disability conditions. The differences between subjects with disability and the normalized group have proven to be negligible. However, the factor that turned out to be highly significant was the disability duration. Differences have been observed among groups with disability lasting up to 4 months, from 4 months to 2 years, from 2 to 6 years and over 6 years. To sum up, self-esteem and identity integration correlation proved to be high and positive. These findings suggested that the higher the self-esteem, the more integrated the identity, regardless of either the disability type or its degree. The level of self-esteem is subject to differentiation primarily due to disability duration.
Expectations are understood as more or less justified beliefs about the future and relate external to us states of affairs (state expectations), ourselves (selfexpectations) or others (interpersonal expectations). in this article are presented state expectations and interpersonal expectations emerging from the process of education student with a disability. This article is based on focus research conducted among teachers and interviews with the head teachers of schools where students with disabilities are taught. The purpose of the article is to show expectations according to exchange theory and finding common and divergent benefit exchange planes between the different actors of the educational process. It turned out that very few of them are the same for all actors. Most of them are assigned to a lesser or greater degree of individual operators. The most important conclusion is the fact that the state implementing educational policy (inclusive) very often dumps the responsibility for the implementation of this policy on local governments, who saw the "economic attractiveness" of student with a disability the chance to see a budget increase and no longer necessarily increase educational opportunities for their students with disabilities.
The study consists of three parts. The first comprises the characteristic features of social politics strategy. They include the basic assumptions and functions of the social politics strategy in the field of the development of education and aid activities at the level of local units of territorial authorities. The essence of the study is the second part. It consists of the own research results – an analysis of the aims and tasks associated with inclusive education (also with preparing local communities for creating inclusive culture), comprised in strategies. The whole is completed with final conclusions. The study is aimed at the qualitative analysis of the development strategy of 17 communes (3900 pages of documents) as regards the issues of disability. The research interest was to find out whether the slogans promoting the equal access to education, elimination of barriers and preparing mainstream schools and local community for inclusive culture had been reflected in any way in the social politics strategies of local authorities – in the documents which, at least in the assumptions, constitute the starting point for generating good practices, also in the field of social support and education for disabled learners.
The content of the study focuses on the issue of the right to work of persons with disabilities from the point of view of the provisions of the Convention on the Rights of Persons with Disabilities adopted by the General Assembly of United Nations in 2006. The article discusses the formal elements of the national system supporting the professional activity of this group of people. The author also presents opinions of various entities, independent of state authorities, on the compatibility of solutions adopted in our country with the philosophy of the Convention.
The article presents issues related to designing recreational and green areas and spatial planning of public areas in the context of physical disability. It gives exemplary proposals of public space development and spatial solutions for people with disabilities. It also discusses issues related to the designing and construction of selected items of landscape architecture for physically disabled people, which were created as part of the education of landscape architects.
Presented article contain the teachers opinions of the perceived social expectations in relation to their own expectations of both the institutions of school and local educational authorities. The starting point is a thesis that asymmetrical and disproportionate expectations conducive to the construction of the reduced school reality a specified group of students. as reality shows school does not always reflect the social expectations, which is closely connected with the attitudes of teachers in mainstream schools. however, their expectations of working conditions and the same students with disabilities often remain inconsistent. To identify and interpret the reality that create the appearance of the school, the topic is examined in the context of the concept of the reduced space and the theory of games.
The study concerns the functioning of disabled learners at the level of higher education. The period of university studies is usually associated with the change of the life routine practised so far. The changes comprise various fields and bring about the adjustment to new roles. This stage is a chance for becoming independent, for specifying one’s position in the group, for shaping one’s own “young adult world view”18. The article is aimed at presenting the typology of disabled students based on an analysis of the behaviour which they show as members of the academic community. The sources of these behaviour patterns can be sought in various interpersonal and intrapersonal factors resulting from the individual’s character. The presented authorial typology has been presented also in reference to the Personality Traits Theory formulated by Costa and McCrea. This has allowed for broadening this typology with some particular subtypes.
The persons with intellectual disability have serious difficulties in language skills and consequently in the process of learning. The problems can be caused by Central Auditory Processing Disorders. In this paper we present research results on effectiveness of the Warnke method as a supporting tool in the development of language skills and in the process of education of children with such intellectual disabilities of mild degree.