Browsing by Author "Domagała-Zyśk, Ewa"

Now showing 1 - 20 of 71
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    Adaptive skills of hard-of-hearing children assessed by their parents - statistics
    (2023-12-01) Bieńkowska, Katarzyna Ita; Domagała-Zyśk, Ewa
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    Attitudes of Different Age Groups Toward People With Intellectual Disability During the COVID-19 Pandemic
    (2021-07-12) Domagała-Zyśk, Ewa
    Background: The COVID-19 pandemic has been particularly risky for people with disabilities and severe medical conditions, not only because the virus may be a direct threat to their physical health but also because of social exclusion and negating their needs and rights. Objective: This study aimed to assess the attitudes of people from different age groups towards people with intellectual disability (ID). Methods: The study included 223 people (19–85 years old) and was conducted in May 2020–January 2021. Data was collected using the Multidimensional Attitudes Scale Towards Persons With Disabilities and a self-designed Questionnaire regarding the attitudes towards people with ID during the pandemic. Data analysis was performed using SPSS 24 (ANOVA). Results: The results of the study showed that the general attitudes were only slightly supportive and differed among people of different age groups: the youngest and the oldest generation expressed the most positive attitudes while the adults (35–60 y.o.) expressed the most negative ones. Conclusions: As the pandemic is spreading rapidly with no definitive solution, awareness to create more positive attitudes towards people with ID and recognizing their needs is essential.
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    Attitudes Toward Inclusion Among Polish Primary School Teachers: A Strategic Factor in Implementing Inclusive Education
    (Akademia Ignatianum w Krakowie, Abat Oliba CEU University in Barcelona, 2022) Domagała-Zyśk, Ewa; Knopik, Tomasz
    The purpose of the article is to determine the dominant attitude toward inclusive education among primary school teachers in Poland and to explain the predictors of this attitude. Research conducted on a group of 71 teachers using the “Attitudes Toward Inclusive Education” questionnaire showed a moderately positive attitude toward inclusive education among teachers, with statistically significant differences between teachers of grades 1 to 3 and 4 to 8. The much more positive attitude among the teachers of lower grades is supported by their richer experience of working with students with special educational needs and their broader competences and qualifications in inclusive education. These results give an important perspective that should be considered when implementing the idea of inclusion in the Polish education system (mainly when preparing teachers for the profession) so as to ensure continuity in supporting the development of all students at every stage of their education – not only in grades 1 to 3.
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    Autonomia czy odłączenie? Rola osoby znaczącej w życiu młodzieży z trudnościami w nauce
    (Towarzystwo Naukowe KUL, 2004-12-01) Domagała-Zyśk, Ewa
    During the adolescence period young people are commonly perceived as these who want to achieve as much independence as it is possible. However, the research show that instead of receiving mature autonomy, they rather experience detachment from their pa­ rents. This results in worse relationships with their peers and school failure in general. The book shows the importance of social support from the students' significant others (parents, peers and teachers) in the process of doing well at school. In the research project the main focus was to find correlations between the quality of the relationship with significant others and the school success or school failure, which was measured by pupils’ average grades. Participating in the study were 100 children aged 11-13 experiencing school failure (mean school grade 2,9 (FX) or below) and 100 children aged 11-13 without any problems with learning (mean school grade 4,1 (C) or more and the subjective feeling of not experiencing difficulties at learning were taken into account). In each of the groups half of the participants were female and half were male. All the pupils were attending the state primary schools in Lublin, Poland. The main hypothesis of the study was that pupils experiencing school failure differ from these with school success in the quality of the relationship with significant others. This quality means different amount of the perceived social support from their mothers, fathers, peers and teachers. Some other variables were controlled (material status of the child's family, educational level of its parents, legal bonds among the members of the family, number of children in the family). The results show that the main condition of school success there are not the external factors, but the internal subjective conviction about the accessibility of social support from the children's parents, peers and teachers. The conclusion is that in order to help pupils in achieving school success pedagogues should teach them not only academic skills, but show them how to create and support good relations with their significant others.
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    Beliefs about learning English as a foreign language - experience of deaf and hard of hearing Polish adolescents
    (Wydawnictwo Uniwersytetu Rzeszowskiego, 2015) Domagała-Zyśk, Ewa
    Students’ individual characteristics, beliefs about language learning among them, are nowadays perceived as important factors influencing both the increase of knowledge and student’s personal engagement in the learning process. This is especially important when we consider teaching students with special educational needs, deaf and hard of hearing students (D/HH) among them. The better foreign language teachers know their students, the more effective the process of learning is. The aim of this paper is to provide empirical data on D/HH secondary school (liceum) students’ beliefs on foreign language learning. The empirical study was conducted among 90 D/HH students of several Polish special secondary schools. The data was collected using the “Beliefs About Language Inventory” (Horwitz 1999). The results show both the potential of the students and areas for teachers’ intervention, thus providing important input for surdo-glottodidactics.
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    Christian Context of Disability and Special Education Nowadays
    (Towarzystwo Naukowe KUL, Katolicki Uniwersytet Lubelski Jana Pawła II, 2017) Domagała-Zyśk, Ewa
    Disability studies and special educational needs studies are becoming more and more popular nowadays as researcher got more evidence about both needs and potential of persons with disabilities. Investigating new possibilities and way of normalisations should be definitely based on stable anthropological principle as only then one can be sure that persons with disabilities are treated with brotherhood, dignity and respect, not as object of therapy, rehabilitation and medical procedures, but fully human subjects at every stage of their life. The aim of the paper is to draw fundaments of Christian special education as a perspective that may form a basis for both research and counselling and rehabilitation practice. This perspective founded on principles of Christianity enriched with writings on disability of such persons as John Paul II and Jean Vanier is a guarantee of full development of persons with disabilities and/or special needs.
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    Developing language competence of people with hearing and speech disorders
    (Wydawnictwo KUL, 2014) Domagała-Zyśk, Ewa
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    Diagnoza funkcjonalna jako standard pomocy psychologiczno-pedagogicznej – od założeń teoretycznych do praktyki diagnostyczno-terapeutycznej
    (Wydawnictwa Uniwersytetu Warszawskiego, 2019) Knopik, Tomasz; Oszwa, Urszula; Domagała-Zyśk, Ewa
    The article discusses existing ways of recognising functional diagnosis in theoretical models in the field of psycho-pedagogy. It also examines strategies for the use of these models in diagnostic and therapeutic activities. By systematising the collected information, the authors describe goals, stages and features of functional diagnosis. In addition, they propose a synthetic definition that takes into account contemporary trends in psychological and pedagogical counselling. The article presents an example of application of the functional diagnosis model in the emotional and social spheres, the original psycho-pedagogical diagnostic tool TROS-KA, which was standardised in a group of 1,227 Polish students.
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    Diagnoza funkcjonalna rozwoju społeczno-emocjonalnego uczniów w wieku 9–13 lat
    (Ośrodek Rozwoju Edukacji, 2017) Domagała-Zyśk, Ewa; Knopik, Tomasz; Oszwa, Urszula
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    Diagnoza kompetencji emocjonalno-społecznych uczniów zdolnych w środkowym wieku szkolnym z wykorzystaniem baterii TROS-KA - doniesienie z badań
    (Warszawska Wyższa Szkoła Humanistyczna im. B. Prusa, 2017) Knopik, Tomasz; Oszwa, Urszula; Domagała-Zyśk, Ewa
    Artykuł podejmuje zagadnienie funkcjonowania emocjonalno-społecznego uczniów zdolnych w środkowym wieku szkolnym. Jako uczniów zdolnych zidentyfikowano osoby posiadające wysoko rozwinięte: ogólne zdolności poznawcze, kreatywność i zaangażowanie zadaniowe (zgodnie z modelem trójpierścieniowym Josepha Renzullego) według nominacji nauczycieli. Dość rozpowszechnione stanowisko wskazujące na niski poziom kompetencji emocjonalno-społecznych osób ponadprzeciętnych nie zostało potwierdzone w prezentowanych badaniach. Wykazano, że badani uczniowie zdolni (n=107, z 30 szkół podstawowych z terenu 6 województw) wykazują się istotnie statystycznie wyższymi wynikami w każdym obszarze diagnozowanym w modelu TROS-KA (radzenie sobie z trudnościami, relacje z innymi, obraz siebie, sprawczość, kontrola afektu) niż ich rówieśnicy z grupy porównawczej. Ponadto skutecznie wykorzystują posiadane zasoby emocjonalno-społeczne do podejmowania wyzwań o charakterze poznawczym (w obszarze interesujących ich przedmiotów/dyscyplin). W tym znaczeniu kompetencje opisane w modelu TROS-KA stanowią fundamentalne zaplecze aktualizacji uzdolnień uczniów, a ich usystematyzowane wspieranie w postaci spójnego programu rozwojowego powinno zostać uwzględnione podczas planowania pomocy psychologiczno-pedagogicznej.
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    Dostępna edukacja akademicka
    (Wydawnictwo KUL, 2023-12-22) Domagała-Zyśk, Ewa
    Celem niniejszej publikacji jest przedstawienie założeń i przykładów dostępnej edukacji wyższej dla studentów z niepełnosprawnościami i chorobami, które zostały opracowane zarówno na podstawie wyników licznych prac badawczych, analizy doświadczeń stosowanych na poszczególnych uczelniach krajowych i zagranicznych, jak też własnych doświadczeń, badań i metodycznej refleksji nad uczelnianą „dydaktyką dostępną”.
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    Dostosowanie lekcji języka angielskiego jako obcego do potrzeb uczniów z dysfunkcją słuchu w nauczaniu wczesnoszkolnym
    (2018) Domagała-Zyśk, Ewa
    Increasingly, deaf and hard-of-hearing students are attending mainstream and integrated schools. It is necessary to provide a number of adaptations, sometimes modifications, of the teacher’s instructional methods and forms for their education to be effective. The purpose of this article is to discuss the issue of adapting English as a Foreign Language classes in early elementary education to the needs of students with hearing impairments. Effective education in this area requires syllabuses, textbooks, and teaching resources that are developed in accordance with the principles of universal design for learning and then necessary adaptations and modifications that are planned on an individual basis following children’s needs and abilities. The author suggests the principles of universal design for learning according to which foreign language instruction for students with hearing impairments should be planned. Due to the internal diversity of this group of students, not only methodological procedures should be individualized but also instructional forms and methods used during English classes as well as the methods of presenting instructional materials by the teacher or other students. In order to optimize the reception and transmission of content, appropriate external conditions that are adapted to individual students’ perceptual and performance abilities need to be provided. Also, the diversity of ways in which students with hearing impairments present their knowledge and thus actively participate in classes is pointed out. Suggesting different adaptations, the author emphasizes the need to take care that instructional materials maintain their full substantive value.
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    Emotional and Social Competences in Students with Mild Intellectual Disability – Research Using TROS-KA Battery
    (Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, 2019) Domagała-Zyśk, Ewa; Knopik, Tomasz
    The authors of the article describe and analyze the possibilities of diagnosing emotional and social competences of students with mild intellectual disability (MID) to emphasize the importance of the non-cognitive sphere in offering comprehensive developmental support to this group of people with special educational needs (SEN). The aim of the article is to answer two research questions: 1. How well are emotional and social competences developed in students with mild intellectual disability at the age of 9–13? 2. To what extent is it possible to use the TROS-KA test battery to diagnose emotional and social functioning of students with mild intellectual disability? Research carried out with 71 respondents (34 – students with MID, 37 – students in the intellectual norm) using all tests in the TROS-KA battery (scale T, scale R, scale O, scale S and scale KA, KA(N), KA(R) - after performing relevant statistical calculations: nonparametric tests of statistical significance of differences between the groups - suggests that: (1) the level of emotional and social competences in students with MID is low and is statistically significantly lower than in students in the intellectual norm; (2) students with MID differ significantly in their development of emotional and social competences; (3) therapeutic and developmental activities aimed at developing emotional and social resources using the materials included in the TROS-KA package are effective (as evidenced by the double measurement of the KA scale at an interval of about 5 months); (4) taking an individualized approach to students during the TROS-KA test session allows the researcher to use this set of tests to supplement the functional diagnosis of students with MID with a diagnosis of their emotional and social sphere (additionally to the cognitive sphere). The authors recommend this approach as an indispensable starting point for designing comprehensive educational and therapeutic programs for this group of students.
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    Employability of University Students: Introduction of the Concept and the Psychometric Properties of the Polish Self-Perceived Employability Scale
    (2021) Domagała-Zyśk, Ewa; Mamcarz, Piotr; Martynowska, Klaudia; Fudali-Czyż, Agnieszka; Rothwell, Andrew
    Higher education has been undergoing a number of changes in recent years, and its effect is to be not only the diploma but the competencies needed for professional work. The employment model has also changed – currently, employees change jobs more often, contracts are rather short-term, and work requires the acquisition of new competencies in line with the idea of lifelong learning. The Covid-19 reality complicated the job market, even more, making people to lose and change their jobs much more often and be prepared to work constantly in unstable hybrid reality. Consequently, studies should not so much prepare to undertake a specific job but provide competences that build “employability”. The aim of the research presented in the article is to adapt and prepare the Polish version of The Self-Perceived Employability Scale of Rothwell & Arnold (2007). 600 first-year students took part in the study. The research results indicated a significant two-factor model, and therefore a Polish version of the scale based on two subscales was developed, which has good psychometric properties. The scale differs from the original British version, which may be related to social and cultural differences. The changes have been discussed and approved by the team and consulted with the author of the original version. The scale can be used to assess the perceived level of own employability for students of different years of study. Its results may form the basis for making decisions regarding the design of study programs and their evaluation in longitudinal studies.
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    English as a foreign language for deaf and hard of hearing persons - challenges and strategies
    (Cambridge Scholars Publishing, 2016) Domagała-Zyśk, Ewa; Kontra, Edit
    When teachers or researchers of deaf and hard-of-hearing language learners come together, one of the issues discussed is always their feeling of isolation and the need for coming together more frequently to share ideas and experiences. This is what happened at the 12th Conference of the European Society for the Study of English (ESSE) in Kosice in 2014 as well. The initiative of Ewa Domagala-Zyśk to have a separate section on hearing impaired learners of English within this huge international event received eager support from all contacted colleagues from France to Norway or Serbia. The special seminar entitled English as a Foreign Language for Students with Special Educational Needs – Exceptional English for Exceptional Learners? and convened by Ewa Domagała-Zyśk and Edit H. Kontra was a great success and the enthusiasm of the participants gave birth to the idea of publishing their presented topics as fully-fledged articles in an edited book and making it accessible to the wider community of teachers and researchers working in the field. When teachers tell their stories it soon turns out that the challenges are the same or very similar, and this in itself can give support. Sharing the responses to challenges and the worked-out solutions to the problems leads not only to adding a few new items to each teacher’s individual resource pack, but the process of discussing issues with other professionals may also give birth to further ideas and new initiatives.
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    English as a foreign language for the deaf and hard of hearing persons in Europe
    (Wydawnictwo KUL, 2013) Domagała-Zyśk, Ewa
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    Fonogesty - meotda i jej zastosowanie
    (brak, 2021-03-30) Domagała-Zyśk, Ewa; Borowicz, Aleksandra; Kołodziejczyk, Renata; Krakowiak, Kazimiera
    Celem publikacji jest promowanie metody Cued Speech (Metody Fonogestów), która wspiera rozwój językowy osób z uszkodzeniami słuchu w ich narodowym języku fonicznym. Metoda Fonogestów to prosty system układów dłoni i lokacji przy twarzy. Została ona stworzona, aby wspierać osoby z uszkodzeniami słuchu, które pomimo wczesnej rehabilitacji i terapii mają problemy z odbieraniem języka fonicznego. Fonogesty pomagają osobom niesłyszącym i słabosłyszącym komunikować się w łatwy i precyzyjny sposób z ich słyszącymi rodzicami, rówieśnikami i przyjaciółmi, terapeutami i nauczycielami.
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    Functional Diagnosis as a Strategy for Implementing Inclusive Education in Poland
    (Editora UNIMEP, 2020) Domagała-Zyśk, Ewa; Knopik, Tomasz
    The 25th anniversary of the Salamanca Statement is a good opportunity to summarize to what extent the challenges described in it have been implemented by the signatory countries, all of which are members of UNESCO. This article presents a balance of achievements in implementing inclusive education in Poland, as well as a catalog of challenges for the future. Although the commitments to provide inclusive education for children and young people with special educational needs (SEN) arise from the UN Convention on the Rights of the Child (1989) and the Convention on the Rights of Persons with Disabilities (2006), which have both been ratified by Poland, systematic work on the implementation began only in 2010. The key measure was the Regulation of the Ministry of National Education on the principles of planning and organization of psychological and pedagogical support for pupils with SEN. Currently, in cooperation with the European Agency for Special Needs and Inclusive Education, intensive work is underway to create a coherent system for recognizing the needs and possibilities of children and adolescents based on the functional diagnosis model. Therefore, this article presents the assumptions of this model with reference to the implemented or planned changes to the educational law.
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    Głębokie i powierzchniowe strategie uczenia się języka obcego studentów niesłyszących i słabosłyszących
    (Wydawnictwo Państwowej Szkoły Wyższej im. Papieża Jana Pawła II w Białej Podlaskiej, 2016) Domagała-Zyśk, Ewa
    Celem artykułu jest przedstawienie i analiza opinii lektorów języka obcego na temat zakresu stosowania przez studentów niesłyszących i słabosłyszących powierzchniowych i głębokich strategii uczenia się języka obcego. W badaniu zastosowano skalę Strategie uczenia się studentów niesłyszących i słabosłyszących na lekcjach języka angielskiego (SUSNS-JA, za: N. Aharony 2006), która oceniono strategie stosowane przez 35 studentów z wadą słuchu. Wnioski z badań wskazują, że ponad 70% studentów zna i często stosuje zarówno głębokie jak i powierzchniowe strategie uczenia się. Jednocześnie wyniki wskazują na konieczność udzielenia wsparcia pozostałej grupie osób (30% studentów) i nauczania na lektoracie nie tylko treści językowych, ale także strategii uczenia się języka obcego.