Email this article 
Hide
Show all
Preventive and Educational Programs in Addressing Students’ Educational and Behavioural Challenges Within Inclusive Education: Teachers’ Perspectives
Abstract
Research Aim: The aim was to collect the opinions of teachers teaching in grades I–III of public primary schools on the effectiveness of educational and preventive programs implemented in schools and class programs developed on their basis in eliminating the causes of educational and behavioural difficulties, their manifestations and securing the educational needs of disabled and non-disabled students.
Method: Empirical material was collected using Questionnaire for Teachers on preventive and educational programs and their importance in eliminating the causes and manifestations of educational problems and securing the needs of students with special educational needs and their non-disabled peers.
Results: The presented research results show the low effectiveness of school educational and preventive programs in terms of eliminating students’ educational difficulties and their potential causes in the perception of teachers. Teachers see visibly greater effectiveness in influencing educational problems and their causes in classroom educational and preventive programs.
Conclusion: It is important to o change the approach to the document itself, pay attention to improve the proper assessment of students’ educational and behavioural difficulties and needs and also to develop educational competences of teachers and introducing training that will enable them to more carefully design various forms of educational assistance.
Keywords
Full Text:
PDFReferences
Booth, T., Ainscow, M. (2002). Index for Inclusion: Developing Learning and Participation in Schools. Centre for Studies on Inclusive Education.
Borowik, J. (2018). Działania wychowawczo-profilaktyczne a diagnoza potrzeb środowiska szkolnego. ORE.
Burlakova, I.I., Panikarova, N.F., Gribkova, O.V., Dzhabrailova, V.S., Burlakova, E.S. (2021). Educating (upbringing) students in the context of the activity approach. In E. Bakshutova, V. Dobrova, Y. Lopukhova (Eds.), Humanity in the Era of Uncertainty, vol. 119: European Proceedings of Social and Behavioural Sciences (pp. 629–634). European Publisher. https:/ doi.org/10.15405/epsbs.2021.12.02.76
Całek, G. (2021). Szkolne programy wychowawczo-profilaktyczne – idea a rzeczywistość. Resocjalizacja Polska. Polish Journal of Social Rehabilitation, 22, 451–464. https://doi.org/10.22432/rp.411
Chałas, K. (2017). Wartości w programie wychowawczym szkoły służące integralnemu rozwojowi i wychowaniu ucznia. ORE.
Florian, L. (2013). Reimagining special education: Why new approaches are needed. In L. Florian (Ed.), The Sage Handbook of Special Education (pp. 9 22). SAGE.
Forlin, C., Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17–32. https://doi.org/10.1080/1359866X.2010.540850
Garstka, T. (2015). Model czterech aspektów wychowania w praktyce. Jak go wykorzystać przy tworzeniu programu wychowawczego. ORE.
Ioannidi, V., Gogaki, I. (2020). Behavioral problems and educational approaches. European Journal of Special Education Research, 5(4), 16–25. https://doi.org/10.5281/zenodo.3711628
Komorowska, B. (2014). Trudności wychowawcze w edukacji wczesnoszkolnej z perspektywy nauczycieli. Roczniki Pedagogiczne, 6(42/2), 97–107.
Konopczyński, M., Borowik, J., Chlebowski, P., Kolemba, M., Szorc, K., Szada-Borzyszkowska, J. (2023). Zadania wychowawczo-profilaktyczne szkoły i placówki oświatowej. Materiały szkoleniowe dla nauczycieli i doradców metodycznych. Retrieved 27, October, 2023 from: https://bezpiecznaszkola.men.gov.pl/projekty/Zadania-wychowawczo-profilaktyczne-szkoy-i-placwki-owiatowej.pdf
Łobocki, M. (1992). ABC wychowania dla nauczycieli i wychowawców. WSiP.
Nasheedaa, A., Abdullaha, H.B., Kraussb, S.E. Ahmed, N.B. (2019). A narrative systematic review of life skills education: Effectiveness, research gaps and priorities. International Journal of adolescence and Youth, 5(3), 362–379. https://doi.org/10.1080/02673843.2018.1479278
Mitchell, D. (2014). What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. Routledge.
Osher, D., Kendziora, K., Spier, E., Garibaldi, M.L. (2014). School influences on child and youth development. In Z. Sloboda, H. Petras (Eds.), Defining Prevention Science.Part II (pp. 151–169). Springer. https://doi.org/10.1007/978-1-4899-7424-2_7
Pawelec, M., Cholewińska, J., Mazur, A., Ozga, W. (2014). Trudności wychowawcze w grupie dzieci przedszkolnych w percepcji nauczycieli, Horyzonty Psychologii, 4, 81–102.
Rozporządzenie Ministra Edukacji Narodowej z dnia 14 lutego 2017 r. w sprawie podstawy programowej wychowania przedszkolnego oraz podstawy programowej kształcenia ogólnego dla szkoły podstawowej, w tym dla uczniów z niepełnosprawnością intelektualną w stopniu umiarkowanym lub znacznym, kształcenia ogólnego dla branżowej szkoły I stopnia, kształcenia ogólnego dla szkoły specjalnej przysposabiającej do pracy oraz kształcenia ogólnego dla szkoły policealnej (Dz.U. z 2017 r. poz. 356). Retrieved on 27, October, 2023 from: https://www.dziennikustaw.gov.pl/D2017000035601.pdf
Slee, R. (2018). Inclusive Education: From Policy to School Implementation. Routledge. UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. UNESCO.
Wieczorek, M. (2018). Program wychowawczo-profilaktyczny szkoły i placówki – krok po kroku. ORE.
Zaborowski, Z. (1960). Problemy wychowania społecznego w szkole. PZWS.
DOI: http://dx.doi.org/10.17951/lrp.2024.43.4.109-127
Date of publication: 2025-01-22 11:01:12
Date of submission: 2024-03-08 22:54:11
Statistics
Indicators
Copyright (c) 2025
This work is licensed under a Creative Commons Attribution 4.0 International License.