ABSTRACT

The article presents the findings of a study that examines the perception of the educational paradigm in the context of educating a child with a chronic illness in either a school or medical facility by special education teacher candidates. It was assumed that the beliefs of educators largely reflect the educational paradigm, which reveals the thought process regarding children with chronic illnesses in two cognitive categories: (1) the actions of teachers; and (2) the objectives of educational activities aimed at pupils with chronic illnesses and their circumstances. The undertaken study was qualitative. The research was carried out in Poland on a group of 102 sophomore special education teacher candidates. The results indicated that the approach to educating a child with a chronic illness in a medical institution is predominantly influenced by the humanistic paradigm. In the revealed pattern of thinking about educating a child with a chronic illness in a medical facility, amongst the subjects, the key difference lies in the concept of preparing the child with the illness for life. Special education teacher candidates are primarily exposed to person-centred interventions that aim to facilitate optimal adaptation of children with disabilities to the typical demands of their healthy peers.

摘要

本文介绍了一项研究的结果，该研究考察了特殊教育教师候选人在学校或医疗机构教育患有慢性病的儿童时对教育范式的看法。人们认为，教育者的信念在很大程度上反映了教育范式，教育范式揭示了关于慢性病儿童的两个认知类别的思维过程：（1）教师的行为；(2) 针对患有慢性疾病的学生的教育活动的目标及其情况。所进行的研究是定性的。这项研究是在波兰对 102 名大二特殊教育教师候选人进行的。结果表明，医疗机构对慢性病儿童的教育方法主要受到人文范式的影响。在对医疗机构中患有慢性疾病的儿童进行教​​育的所揭示的思维模式中，在各科目中，主要的区别在于为患有疾病的儿童做好终生准备的概念。特殊教育教师候选人主要接受以人为本的干预措施，旨在促进残疾儿童最佳地适应健康同龄人的典型需求。