Przeglądaj wg Autor "Kossewska, Joanna"

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    Teachers’ Attitudes Towards Inclusive Education in a Cultural Context
    (Uniwersytet Ignatianum w Krakowie, 2024-12-31) Kossewska, Joanna; Khofidotur, Rofiah; Sheehy, Kieron; Machał, Katarzyna; Sajdak, Katarzyna
    Abstract: "RESEARCH OBJECTIVE: This study aimed to capture cross-cultural differences in teachers’ attitudes toward educational inclusion across Indonesia, Poland, the Republic of Germany, and the Slovak Republic, and to identify the most significant predictors shaping these attitudes. THE RESEARCH PROBLEM AND METHODS: The main research question focused on differences in three aspects of pro-inclusion attitudes among teachers (N = 666) from four countries, as well as the correlates and predictors of these attitudes. The research employed a quantitative paradigm using standardized measurement tools: MATIES by Mahat, SES by Rosenberg, EQ by Greenberg and colleagues, and the Fun for Teaching Learning Scale by Okada. THE PROCESS OF ARGUMENTATION: Teachers’ attitudes towards educational inclusion are important factors in determining the success of inclusive education for students with disabilities. Understanding the factors that shape these attitudes is essential from both theoretical and practical perspectives. RESEARCH RESULTS: The analysis revealed that teachers’ attitudes towards educational inclusion vary across cultures. German teachers exhibited the least favorable attitudes toward inclusion. Teachers in general education schools demonstrated more pro-inclusion attitudes compared to those in special education settings. Gender was not found to be a differentiating factor in attitudes toward inclusion. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: Including students with disabilities is a very difficult and demanding task in modern schools. Successful implementation requires professional preparation and proper organization of space and time, and a strong commitment to individualizing each student’s education. As positive teacher attitudes can enhance the effectiveness of inclusive education, developing such attitudes is vital. Practical interventions should be based on analyzing and strengthening predictors of pro-inclusion attitudes to develop the necessary personal resources."(...)
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    The Experience of Stress in Parents of Children with ASD in the Context of the Pattern of Temporal Perspectives and Subjective Sense of Social Support
    (Wydawnictwo Naukowe EDUsfera, 2025) Kossewska, Joanna; Piątek-Kłosowska, Martyna
    Abstract:"Aim. The aim of the study was to determine the relationship between the levels of stress experiencing by parents of children with ASD and their time perspective pattern and subjective social support. Zimbardo time perspective theory is crucial to exploring both the predictors of positive health outcomes and stress-related mental health problems. Methods and materials. The study group consisted of three equal groups of parents (parents of children with ASD, N=30; parents of children with Down Syndrome, N=30; parents of children with typical development, N=30). The following questionnaire measures were used: the Perceived Stress Scale (PSS-10), the Multidimensional Social Support Scale (MSPSS), and the Zimbardo Time Perspective Inventory (ZTPI). Results and conclusion. The results of the study showed that (1) parents of children with ASD experience higher levels of perceived stress compared to other parents, and (2) there was a statistically significant difference in the three time perspectives between parents of children with ASD and parents of children with typical development. It was proved that the level of perceived stress in parents of children with ASD correlates negatively with perceived social support. Perceived stress in parents of children with ASD was related to the specific time perspective pattern (negative past perspective and fatalistic present perspective correlated positively with stress, while positive past perspective and hedonistic present perspective correlated negatively). Higher levels of stress were experienced by parents of children with ASD who have negative beliefs about their past and a pessimistic attitude towards their present experiences."(...)