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dc.contributor.advisorGajdzica, Zenon-
dc.contributor.authorSkotnicka, Beata-
dc.contributor.authorBełza, Magdalena-
dc.description.abstractThe issue taken in the dissertation was the inclusive education of students with disabilities in an environment of rural schools as well as the significance of environmental and cultural determinants that affect this process. Implementing the idealistic goals of inclusive education in the country schools in everyday practice still facing many difficulties associated with environmental and economic considerations in the town-village relation. Social and economic changes, initiated in the 90s of the twentieth century greatly influenced the change in approach to education, promoting inclusion of people with disabilities as one of the most important factors of functioning together people with and without disabilities, not just in the education system, but in all areas of social life. However, despite many changes they are still visible inequalities in access to education of children and young people from rural areas. In this environment, the access is not easy not only to education but also to all cultural and educational institutions and sports, as well as pedagogical and psychological care. The aim of the dissertation was from one side to examine primary mainstream country schools in Bydgoszcz district, in terms of their preparation for work with students with pronounced need for special education and the recognition and consideration of the determinants of attitudes of teachers to inclusive education. On the other hand - consideration what functions fulfill the mentioned school for the wider system, for the local communities in which disabled persons functioning, and checking the implementation of the objectives of inclusive education in mainstream schools in country side as well as an attempt to indicate the directions in which they should follow the changes. The dissertation is divided into five parts. In the first part are the theoretical basis for research. The first chapter presents the concepts and definitions of disability and their evolution over the centuries. Also models of disability and description of the concept of special educational needs are presented. The second chapter contains the legal basis for the education of persons with disabilities. The third chapter discusses the organizational forms of education of students with disabilities in the Polish education system. The fourth chapter is devoted to support of a student with a disability. This chapter presents the concepts of social support, emphasizing support of a student with a disability and his family. The fifth chapter is a description of the environment term, highlighting local environment of the city and the country side and its specific conditions. The sixth chapter discusses the issue of education in the country side areas. The second part describes the concept of research. It contains the aim of the study, research problems, hypothesis, variables and their indicators, description of the study group, as well as the organization of the study. This chapter also describes what strategies were used in the study and presents important theories in the context of the interpretation of data analysis. The third part is description, which presents an data analysis collected during the research in mainstream country schools of Bydgoszcz district. The following chapters are the answers to the research problems. Through statistical analysis obtained, in the author’s opinion, the composite image of preparation of mainstream country schools to implement inclusive education and teachers' attitude to this type of teaching that allows to show the relationships that exist between the various factors. The fourth part is the exemplification of the preparation of the mainstream village schools to work with students with pronounced need for special education. This chapter shows the qualitative interpretation of selected mainstream schools. In the fifth part is presented a proposal of practical solutions with the use of Urie Bronfenbrenner bio-ecological systems theory, which might be the implications for the practice of inclusive education. Highlighted by Bronfenbrenner micro, meso, exo and macro systems were used to place appropriate activities in them, contributing to the better functioning of country schools in the implementation of inclusive education and to meet the special educational needs of students with a pronounced need for special education. In this dissertation through a combination of quantitative and qualitative methods deeper and multi-faceted preparation and functioning of the mainstream country schools to work with students with pronounced need for special education was shown. Quantitative studies have provided statistical data, which may serve to compare the educational situation of a student with a disability in an environment of country school in the district of Bydgoszcz with other country sides in Poland. The quantitative results obtained also that an important element in the success of all educational activities is appropriate, to the needs of particular groups, social support, as well as the knowledge of special education which determines a positive attitude to this type of education. Qualitative research, which is an exemplification of quantitative research show deepened image of the educational reality both students and teachers from the country side environment. This picture is not homogeneous. On the one hand, the problems faced by country schools have been shown, on the other hand it shows that even in difficult conditions education of students with disabilities can be a source of inspiration for head teachers and teachers and can be used as an example of use of the potential of human capital to build social capital.pl_PL
dc.publisherKatowice: Uniwersytet Śląskipl_PL
dc.subjectedukacja inkluzyjnapl_PL
dc.subjectszkoła wiejskapl_PL
dc.subjectuczeń z niepełnosprawnościąpl_PL
dc.subjectśrodowisko lokalnepl_PL
dc.titlePrzygotowanie ogólnodostępnej szkoły wiejskiej do pracy z uczniem z orzeczoną potrzebą kształcenia specjalnego (na przykładzie szkół powiatu bydgoskiego)pl_PL
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