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    TitleSocial representations of inclusive school from the point of view of Slovak education actors
    Author infoRobert Sabo, Katarína Vančíková ... [et al.]
    Author Sabo Róbert 1973- (33%) UMBPF07 - Katedra elementárnej a predškolskej pedagogiky
    Co-authors 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
    Source document The New Educational Review. Vol. 54, no. 4 (2018), pp. 247-260. - Toruń : Wydawnictwo Adam Marszałek, 2018
    Keywords sociálne reprezentácie - sociálna reprezentácia - social representations   inklúzia - inclusion  
    Form. Descr.články - journal articles
    LanguageEnglish
    CountryPoland
    systematics 37
    Annotation© 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.
    Public work category ADM
    No. of Archival Copy44825
    Repercussion category 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
    KOSSEWSKA, Joanna - KHOFIDOTUR, Rofiah - SHEEHY, Kieron - MACHAŁ, Katarzyna - SAJDAK, Katarzyna. Teachers’ attitudes towards inclusive education in a cultural context. In Horyzonty Wychowania [online]. 2024, vol. 23, no. 68, pp. 33-44 [cit. 2025-01-30]. ISSN 2391-9485. Dostupné na: https://doi.org/10.35765/ hw.2024.2368.05
    Catal.org.BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici
    Databasexpca - PUBLIKAČNÁ ČINNOSŤ
    ReferencesPERIODIKÁ-Súborný záznam periodika
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