The purpose of this article is to analyze the post-gymnasium/ post-primary education in the context of students’ special needs. In the first part of the article, the author presents the problem of shaping educational paths of students with special educational needs. Then the author briefly describes the changes in the education in mainstream secondary schools and vocational secondary schools (including basic vocational schools) during the transformation period. In the further part of this article, the author analyzes the educational opportunities and limitations of students with special educational needs in their individual and environmental predispositions and with reference to the results of external examinations. The article ends with the indication of the need to support students with special educational needs in shaping their educational and professional choices.
The article discusses the issues of the formation of socially active civic competence of students in schools, which are relevant for society and the education system, and some results of the research carried out in pilot schools on this topic. In this regard, the presence of a problematic situation in the practice of teaching students the subject "Foundations of State and Law" is stated. Teaching this subject and its content has potential socio-didactic and educational opportunities that contribute to the effective formation of socially active civic competence of senior students. The author proposes to use such opportunities in the context of the implementation of innovative educational technology in the process of teaching this subject and educational developmental technology in extracurricular training sessions with senior students.
In the early 1860s, the Ruhr Valley town of Dortmund had no schools for girls beyond the elementary level with the exception of a few private establishments that trained domestic servants. This dearth of educational opportunities is hardly surprising in a town of just 25,000 people at a time when even many larger German cities were bereft of secondary schools for girls. By 1914, however, when Dortmund's population had grown tenfold to well over 250,000, girls or their parents could choose among numerous types of institutions beyond the basic elementary school—several secondary schools, middle schools, and a variety of vocational and commercial institutions, most of them under municipal control.
Abstract
Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.
Kształcenie ponadgimnazjalne/ponadpodstawowe uczniów ze specjalnymi potrzebami edukacyjnymi – pomiędzy edukacją ogólnokształcącą a zawodową – na przykładzie miasta Łodzi
