Show simple item record

dc.contributor.authorZamkowska, Anna
dc.contributor.authorPulaski, Kazimierz
dc.contributor.editorSobczak, Anna
dc.contributor.editorZnajmiecka-Sikora, Marta
dc.date.accessioned2022-02-03T17:49:08Z
dc.date.available2022-02-03T17:49:08Z
dc.date.issued2012
dc.identifier.citationZamkowska A., Pulaski K., Cooperation of Various Partners as a Condition of Delivering Educational Support to Students with Special Educational Needs, [w:] Development and Supporting the Development from the Perspective of the Human Sciences – Opportunities and Threats, Sobczak A., Znajmiecka-Sikora M. (eds.), Wydawnictwo Uniwersytetu Łódzkiego, Łódź 2012, s. 87-101, https://doi.org/10.18778/7525-795-3.07pl_PL
dc.identifier.isbn978-83-7525-795-3
dc.identifier.urihttp://hdl.handle.net/11089/40581
dc.descriptionThe aim of the paper is to describe the main partners in the process of supporting a students with special educational needs, including their parents, schools and other institutions, as well as to present various levels and models of their cooperation. Finally, benefits of cooperation, as well as barriers affecting them are described and analyzed.pl_PL
dc.description.sponsorshipUdostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00.pl_PL
dc.language.isoenpl_PL
dc.publisherWydawnictwo Uniwersytetu Łódzkiegopl_PL
dc.relation.ispartofSobczak A., Znajmiecka-Sikora M. (eds.), Development and Supporting the Development from the Perspective of the Human Sciences – Opportunities and Threats, Wydawnictwo Uniwersytetu Łódzkiego, Łódź 2012;
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Międzynarodowe*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjecteducational supportpl_PL
dc.subjectcooperationpl_PL
dc.subjectstudents with special educational needspl_PL
dc.subjectschoolpl_PL
dc.subjectfamilypl_PL
dc.titleCooperation of Various Partners as a Condition of Delivering Educational Support to Students with Special Educational Needspl_PL
dc.typeBook chapterpl_PL
dc.rights.holder© Copyright by Uniwersytet Łódzki, Łódź 2012pl_PL
dc.page.number87-101pl_PL
dc.contributor.authorAffiliationUniversity of Technology and Humanities in Radompl_PL
dc.contributor.authorAffiliationUniversity of Technology and Humanities in Radompl_PL
dc.referencesAinscow, M., Howes, A., Farrell, P., Frankham J. (2003). Making sense of the development of inclusive practices. European Journal of Special Needs Education, 18(2), p. 227-242.pl_PL
dc.referencesCode of Practice on the Identification and Assessment of Pupils with Special Educational Needs. (1994). DFE.pl_PL
dc.referencesEbersold, S. (2003). Inclusion and mainstream education: an equal cooperation system. European Journal of Special Needs Education, 18(1), p. 89-107.pl_PL
dc.referencesFrederickson, N., Cline, T. (2002). Special Educational Needs, Inclusion and Diversity. Buckingham, USA: Open University Press.pl_PL
dc.referencesFrederickson, N., Dunsmuir, S., Lang, J., Monsen, J. J. (2004). Mainstream – special school inclusion partnerships: pupil, parent and teacher perspectives. International Journal of Inclusive Education, 8(1), p. 37-57.pl_PL
dc.referencesGains, Ch. (1996). Collaborative Networks: Clustering Local Schools to meet Special Educational Needs. REACH Journal of Special Needs Education in Ireland, 9(2), p. 110-119.pl_PL
dc.referencesHofman, R.H. (1999). Contribution of clusters to integration. European Journal of Special Needs Education, 14(3), p. 187-197.pl_PL
dc.referencesIdol, L. (2006). Toward Inclusion of Special Education Students in general Education. A program Evaluation of Eight Schools. Remedial and Special Education, 27(2), p. 77-94.pl_PL
dc.referencesMcCormick, L., Loeb, D.F., Schiefelbush, R.L. (1997). Supporting Children with Communication Difficulties in Inclusive Settings: School-based language intervention. Needham Heights, USA: Allyn&Bacon.pl_PL
dc.referencesMeijer, C., Soriano, V., Watkins, A. (Ed.), (2003). Special Needs Education in Europe. Thematic publication. European Agency for Development in Special Needs Education and Eurydice Network. Retrived from http://www.see-educoop.net/education_in/pdf/special-needs-eu-eduoth-enl-t05.pdf [20.10.2012]pl_PL
dc.referencesNewell, P. (1991). The UN Convention and Children’s Rights in the UK. London, England: National Children’s Bureau.pl_PL
dc.referencesNorwich, B., Kelly, N., (2006). Evaluating Children’s Participation in SEN Procedures: Lessons for educational psychologists. Educational Psychology in Practice, 22 (3), p. 255-271.pl_PL
dc.referencesPinkus, S. (2005). Bridging the gap between policy and practice: adopting a strategic vision for partnership working in special education. British Journal of Special Education, 32(4), p. 184–187.pl_PL
dc.referencesRozporządzenie MEN z 17.11.2010 w sprawie warunków organizowania kształcenia, wychowania i opieki dla dzieci i młodzieży niepełnosprawnych oraz niedostosowanych społecznie w przedszkolach, szkołach i oddziałach ogólnodostępnych lub integracyjnych. Dz. U. Nr 228, poz. 1490. apl_PL
dc.referencesRozporządzenie Ministra Edukacji Narodowej z dnia 17 listopada 2010 r. w sprawie zasad udzielania i organizacji pomocy psychologiczno-pedagogicznej w publicznych przedszkolach, szkołach i placówkach. Dz. U. nr 228, poz. 1487. bpl_PL
dc.referencesRozporządzenie Ministra Edukacji Narodowej z dnia 17 listopada 2010 roku w sprawie szczegółowych zasad działania publicznych poradni psychologiczno-pedagogicznych, w tym publicznych poradni specjalistycznych. Dz.U. nr 228 poz. 1488. cpl_PL
dc.referencesRozporządzenie Ministra Edukacji Narodowej z dnia 18 września 2008 r. w sprawie orzeczeń i opinii wydawanych przez zespoły orzekające działające w publicznych poradniach psychologiczno-pedagogicznych. Dz. U. Nr 173, poz. 1072.pl_PL
dc.referencesSoar, K, Gersch, I.S., Lawrence, J. A,. (2006). Pupil involvement in special educational needs disagreement resolution: a parental perspective. Support for Learning, 2( 3), p. 149–155.pl_PL
dc.referencesWalsh, L., de Paor, S. (2000). Partnership in Progress: Special and Ordinary Schools Working Together. REACH Journal of Special Needs Education in Ireland, 13(2), p. 77-82.pl_PL
dc.referencesWalther-Thomas, Ch. S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30(4), p. 395-407.pl_PL
dc.referencesWestwood, P. (2002). Commonsense methods for children with special needs. Strategies for the regular classroom. London and New York, England and USA: RoutledgeFalmer.pl_PL
dc.referencesWinter, E., Kilpatrick, R. (1998). Code of Practice: The Northern Ireland Context. REACH Journal of Special Needs Education in Ireland, 11(2), p. 82-91.pl_PL
dc.referencesWoolfson, C., Truswell, E. (2005). Do classroom assistant work? Educational Research, 47(1), p. 63-75.pl_PL
dc.referencesZamkowska, A. (2009). Wsparcie edukacyjne uczniów z upośledzaniem umysłowym w stopniu lekkim w różnych formach kształcenia na I etapie edukacji. Radom, Poland: Wyd. Politechniki Radomskiej.pl_PL
dc.identifier.doi10.18778/7525-795-3.07
dc.disciplinenauki socjologicznepl_PL
dc.disciplinepedagogikapl_PL
dc.disciplinepsychologiapl_PL


Files in this item

Thumbnail
Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivatives 4.0 Międzynarodowe
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Międzynarodowe