Preferencje osób z dysfunkcją wzroku w zakresie korzystania z informacyjno-komunikacyjnych technologii wspomagających

Śmiechowska-Petrovskij, Emilia

doi:10.21697/fp.2017.1.13

Cited by 1 publication

(2 citation statements)

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“…The programme was implemented by the Cardinal Stefan Wyszynski University and its partners, from 01.06.2021 till 30.11.2022. One of its components -in addition to psychological and pedagogical counselling, training, scientific and educational materials and the activity of support coordinators in the regions -was the implementation of scientific study (Śmiechowska-Petrovskij et al, 2022). The study results presented in the present article are a part of a broader quantitative and qualitative study.…”

Section: Methodsmentioning

confidence: 97%

“…In the study dedicated to the functioning of schools and students with special educational needs during that period, the focus is on organisational forms of education, including technological aspects, cooperation between school and family, teachers' practices, including those of special education teachers in the field of education and rehabilitation, assessments of the effectiveness of introduced teaching and support strategies in remote form, changes in students' functioning from the perspective of teachers and parents, and parents' experiences (study review after: Dycht, 2022, Śmiechowska-Petrovskij et al, 2022. Little space is devoted to reconstructing the personal experiences of the respondents, including the category of subjectivity.…”

Section: Wwwinternationalspedcommentioning

confidence: 99%

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Being the Subject of Education – Pandemic and Post-Pandemic Experiences of Students With Disabilities, Their Teachers and Parents

Śmiechowska-Petrovskij,

Dycht,

Kuracki

2023

IJSE

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Educational changes resulting from sanitary orders during the COVID-19 pandemic significantly affected the personal freedom and sense of subjectivity among participants in educational processes. The aim of the study was to identify the personal experiences of the sense of being the subject of education of three groups: students with special educational needs, including disabled students, their teachers and parents, during and after the pandemic. The article applies the concept of a sense of subjectivity, which includes 4 dimensions: a sense of: 1) freedom of choice, 2) agency, 3) responsibility for one’s actions, and 4) interpersonal contacts based on equality and partnership. Reconstructions of the experience of being a subject of education were carried out within the framework of qualitative study (focus group interviews), which was a part of the Polish national Psychological and Pedagogical Support Programme for Students and Teachers, conducted by Cardinal Stefan Wyszyński University in Warsaw and partners. The article discusses 4 dimensions of the sense of subjectivity in three groups of respondents. The study revealed a diversity of experiences. It was found that students with special educational needs experienced a low sense of subjectivity in education; however, the determinants of this condition were not only the result of the peculiarities of education in times of the pandemic, but above all to the specificity of the educational system itself. Among teachers and parents, the sense of subjectivity was higher and characterised by other qualitative indicators (mainly in the area of the sense of responsibility and agency).

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Section: Methodsmentioning

confidence: 97%

Section: Wwwinternationalspedcommentioning

confidence: 99%