Bożena Grochmal-Bach, Anna Czyż, Anna Skoczek (red.), Segregacja, integracja, inkluzja, Wydawnictwo WAM i Akademia Ignatianum, Kraków 2013, ss. 212

Recenzje - Bożena Grochmal-Bach, Anna Czyż, Anna Skoczek (red.), Segregacja, integracja, inkluzja, Wydawnictwo WAM i Akademia Ignatianum, Kraków 2013, ss. 2123436837123Studia Edukacyjn

Teachers Faced with Difficulties of Educating Students with Autism Spectrum Disorders in Integration and Mainstream Schools. An Analysis of Problem Areas

Inclusive education is currently the main direction of educational transformation in Poland. A growing presence of students with different kinds of disabilities in mainstream classes represents a new challenge for teachers, who do not have specific qualifications in the field of special education. The purpose of this article is to analyze the situation of those teachers facing various difficult situations occurring in the education of students with autism spectrum disorders. The analysis covers four areas whose characteristics can become a potential source of difficulties: student characteristics related to autistic disorders, characteristics of the school environment, competence and professional preparation of teachers, and cooperation with parents and professionals working with the child.341531659Studia Edukacyjn

Maria Czerpaniak-Walczak (red.), Fabryki dyplomów czy universitas? O nadwiślańskiej wersji przemian w edukacji akademickiej, Oficyna Wydawnicza Impuls, Kraków 2013, ss. 364

recenzja książki: Maria Czerpaniak-Walczak (red.), Fabryki dyplomów czy universitas? O nadwiślańskiej wersji przemian w edukacji akademickiej.3542943223Studia Edukacyjn

Inclusive education in Norway

Norway belongs to the group of countries, where the idea of inclusive education, that is one of important UNESCO and European Commision’s directions, is nearly fulfilled. Every child, whatever their special educational needs would be, has the right to attend a local school and to get there a proper help to reach their potential. Special pedagogy should serve the mainsteream schooling, which aim is to be as selfsufficient as it is possible when it comes to adapted educational forms and methods od teaching. Special education is the last option, when general ways of solvings the problem fail. The educational reform toward integration and inclusion of pupils with special eduacational needs was neither easy nor quick, so it is worth for other countries to use norwegian experiences in this field.Norway belongs to the group of countries, where the idea of inclusive education, that is one of important UNESCO and European Commision’s directions, is nearly fulfilled. Every child, whatever their special educational needs would be, has the right to attend a local school and to get there a proper help to reach their potential. Special pedagogy should serve the mainsteream schooling, which aim is to be as selfsufficient as it is possible when it comes to adapted educational forms and methods od teaching. Special education is the last option, when general ways of solvings the problem fail. The educational reform toward integration and inclusion of pupils with special eduacational needs was neither easy nor quick, so it is worth for other countries to use norwegian experiences in this field

Inclusive Education – a Comparison of the Situation in Poland and in Selected European Countries

The aim of the article is to show some global trends in a field of education of people with special educational needs in a comparative perspective. The main assumptions of inclusive education are described, taking a closer look at the current situation in Poland. Aspects taken into consideration are as follows: terminology used in official papers, statement of special educational needs, organisation of psychological and pedagogical intervention process, and indivualization of the curriculum. These aspects are compared with the solutions introduced in a few European countries whose educational systems are recognized as inclusive: Norway, Denmark, United Kingdom, and Sweden.3929130517Studia Edukacyjn

The cytotoxic effect of copper (II) complexes with halogenated 1,3-disubstituted arylthioureas on cancer and bacterial cells

A series of eight copper (II) complexes with 3-(4-chloro-3-nitrophenyl)thiourea were designed and synthesized. The cytotoxic activity of all compounds was assessed in three human cancer cell lines (SW480, SW620, PC3) and human normal keratinocytes (HaCaT). The complexes 1, 3, 5, 7 and 8 were cytotoxic to the studied tumor cells in the low micromolar range, without affecting the normal cells. The complexes 1, 3, 7 and 8 induced lactate dehydrogenase (LDH) release in all cancer cell lines, but not in the HaCaT cells. They provoked early apoptosis in pathological cells, especially in SW480 and PC3 cells. The ability of compounds 1, 3, 7 and 8 to diminish interleukin-6 (IL-6) concentration in a cell was established. For the first time, the influence of the most promising Cu (II) complexes on intensities of detoxifying and reactive oxygen species (ROS) scavenging the enzymes of tumor cells was studied. The cytotoxic effect of all copper (II) conjugates against standard and hospital bacterial strains was also proved

Dziedzictwo kulturowe. Edukacja. Historia. Dziedzictwo regionalne. Muzyka, literatura, sztuka i media

The following publication showcases research on national heritage by early career researchers from Poland. Articles included are related to the broad domain of pedagogy, spanning over social sciences or arts and humanities. Contributions represent both historical and contemporary insights from a range of disciplines: education, history, area studies, art and media studies. Various examples of national heritage are discussed from both Polish and general perspective. The aim of the book was to contribute to the process of inclusion of new researchers into interdisciplinary and intergenerational dialogue