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Social representations of inclusive school from the point of view of Slovak education actors
Názov Social representations of inclusive school from the point of view of Slovak education actors Aut.údaje Robert Sabo, Katarína Vančíková ... [et al.] Autor Sabo Róbert 1973- (33%) UMBPF07 - Katedra elementárnej a predškolskej pedagogiky
Spoluautori Vančíková Katarína 1976- (33%) UMBPF07 - Katedra elementárnej a predškolskej pedagogiky
Vaníková Terézia 1974- (1%) UMBPF07 - Katedra elementárnej a predškolskej pedagogiky
Šukolová Denisa 1985- (33%) UMBPF14 - Katedra andragogiky
Zdroj.dok. The New Educational Review. Vol. 54, no. 4 (2018), pp. 247-260. - Toruń : Wydawnictwo Adam Marszałek, 2018 Kľúč.slová sociálne reprezentácie - sociálna reprezentácia - social representations inklúzia - inclusion Form.deskr. články - journal articles Jazyk dok. angličtina Krajina Poľsko Systematika 37 Anotácia © 2018, Adam Marszalek Publishing House. All rights reserved. The aim of the study was to identify social representations of inclusive school from the point of view of Slovak education actors. Q-methodology (Stephen-son, 1953) was used for the purpose of mapping. A set of 57 items was compiled, representatively representing associations with the meaning “inclusive school”. The items were sorted by 32 participants aged from 25 to 58. Five significant factors were identified, which represented various inclusive school representations linked to: 1) tradition of integration, 2) institutional processes of education quality assurance, 3) priority in declaration of pro-inclusive setting, 4) community co-existence, and 5) needs of a modern society. Preliminary interpretation of the representations from the viewpoint of participants’ additional characteristics is described in the discussion. Kategória publikačnej činnosti ADM Číslo archívnej kópie 44825 Kategória ohlasu VASIANOVYCH, Hryhorii - BUDNYK, Olena - KLEPAR, Mariia - BESHOK, Tetiana - BLYZNYUK, Tetyana - LATYSHEVSKA, Kateryna. Pragmatism in philosophy of inclusive education studies and problems of teacher training. In Revista inclusiones. ISSN 0719-4706, 2020, vol. 7, no. 4, pp. 59-73.
LUNDBERG, Adrian - DE LEEUW, Renske - ALIANI, Renata. Q methodology : a mixed method approach to subjectivity in educational research. In Viewpoints about educational language policies : multilingualism in Sweden and Switzerland. Malmö : Malmö University, 2020. ISBN 978-91-7877-076-2, pp. 1-28.
LUNDBERG, Adrian - DE LEEUW, Renske - ALIANI, Renata. Using Q methodology : sorting out subjectivity in educational research. In Educational research review. ISSN 1747-938X, 2020, 31, art. no. 100361, pp. 1-16.
ARLINWIBOWO, Janu - RETNAWATI, Heri - KARTOWAGIRAN, Badrun - MUSTAQIM, Yunus. Inclusion schools in the Daerah Istimewa Yogyakarta province, Indonesia : regulations, facilities and aspirations of teachers. In International journal of early childhood special education. ISSN 1308-5581, 2021, vol. 13, no. 1, pp. 9-19.
BEKOVÁ, Vlasta - ZÓLYOMIOVÁ, Patrícia. The attitude of university students with special educational needs to the inclusive environment at their university. In Acta educationis generalis. ISSN 2585-7444, 2021, vol. 11, no. 1, pp.1-13.
SEMIGINA, Tetyana - STOLIARYK, Olha. It was a shock to the whole family : challenges of Ukrainian families raising a child with autism. In Socialine teorija empirija politika ir praktika. ISSN 1648-2425, 2022, no. 24, pp. 8-23.
VASIANOVYCH, Hryhoriy - BUDNYK, Olena. Inclusion in the dimensions of personality. In Journal of Vasyl Stefanyk Pre-carpatian national university. ISSN 2311-0155, 2022, vol. 9, no. 1, pp. 7-15.
CABANOVÁ, Mariana - KASÁČOVÁ, Bronislava - TRNKA, Marián. Slovak teachers’ attitudes towards inclusive education. In New educational review. ISSN 1732-6729, 2022, vol. 67, pp. 207-217.
MUÑOZ-OYARCE, Maria Francisca - MONZALVE-MACAYA, Manuel - SEPÚLVEDA-VALLEJOS, Sergio. Teachers’ social representations of inclusive education : a systematic review of literature 2010-2020. In International journal of evaluation and research in education. ISSN 2252-8822, 2023, vol. 12, no. 2, pp. 720-728.
CHÁVEZ, Talía Palencia - RODRÍGUEZ, Tania Salazar. Representaciones sociales en torno a la inclusión educativa : análisis de narrativas de participantes en equipos psicopedagógicos. In Voces de la educación. ISSN 1665-1596, 2022, vol. 7, no. 13, pp. 3-35.
VASIANOVYCH, Hryhorii - BUDNYK, Olena. Pragmatism in philosophy of inclusive education studies. In The space of inclusive education : voices from Ukraine and beyond [online]. 1. vyd. Leiden : Koninklijke Brill NV, 2024, pp. 22-34 [2024-10-22]. ISBN 978-90-04-68813-1. Dostupné na: https://doi.org/10.1163/9789004688131_004
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