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Publisher: Edukacja Elementarna w Teorii i Praktyce
Journal: Elementary Education in Theory and Practice
Languages: Polish
Types: Article
Subjects: Education, special educational needs; school prevention; pupil; school; development and educational needs, pedagogika, specjalne potrzeby edukacyjne; profilaktyka szkolna; uczeń; szkoła; potrzeby rozwojowe i edukacyjne
The purpose of this paper is to describe and explain the situation of a socially maladjusted child or a child at risk of such social maladjustment at school. Social maladjustment or the risk of social maladjustment shall be considered as special educational needs and a basis to provide the pupil with psychological and educational support at school. It is especially important for schools to provide such pupils with preventive actions aimed at avoiding school failure and development of the symptoms of social maladjustment. At the same time, the occurrence of social maladjustment symptoms provide grounds to initiate proceedings under the Act on Juvenile Delinquency Proceedings in relation to the affected pupil. In order to fulfill prevention-related tasks, the school has to cooperate with local community institutions and judicial authorities, and the final outcome still depends on teachers’ and school counsellors’ attitude towards the socially maladjusted pupil. This is the area that has to be covered by empirical studies on the grounds of school pedagogy and pre-crime prevention. The author formulates the theoretical and methodological assumptions for an empirical project. The object of the project are teacher’s attitudes to a socially maladjusted child or a child at risk of such social maladjustment at school. This project is planned on the basis of qualitative research methodology and an interactive model study of attitudes, based on observation and focus group interviews and individual interviews.
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