Zakład Historii Edukacji Instytutu Pedagogiki Uniwersytetu Wrocławskiego ; Jurczyk-Romanowska, Ewa. Red. ; Wydział Nauk Humanistycznych i Społecznych Karkonoskiej Państwowej Szkoły Wyższej ; Gandecka, Kamila. Red.
This paper addresses the important issue of the intellectual integration of handicapped persons within a group, and precisely – how to achieve effective communication and interaction in such integration. Apart from the scientific findings on this subject, the author describes a case of a child suffering from autism who attended a public (ie. State) school. The inability of the form teacher of the class to integrate Miłka with her fellow pupils influenced her functioning within the team. Despite the parents’ willingness to help, and what they told the teacher, there was no positive progress in the integration. The child was a “class clown”, constantly seeking acceptance. Communication with a different teacher who understood the needs of the child allowed her to “come alive” and even to be admired for her talents, which led to improvedcommunication. I believe that it is an important voice in the discussion on the ways of improving the relationships between children and not only in classes for children with special needs. What has been named is no longer strange, and that is the purpose of communication.
Nov 23, 2018
Mar 7, 2016
|Relacje interpersonalne dziecka autystycznego w grupie – analiza przypadku||Nov 23, 2018|