Introduction: On the basis of education, the criterion-referenced diagnosis of the disorder does ... more Introduction: On the basis of education, the criterion-referenced diagnosis of the disorder does not provide sufficient grounds for planning educational and therapeutic support. The functional characteristics supplementing the data from the nosological diagnosis show the possibilities and difficulties of a person in functioning in the everyday life context. Research Aim: The aim of the article is to present observational scales for assessing the cognitive functioning of people with moderate (KAPP_SNIU), severe (KAPP_SNIZ) and profound (KAPP_SNIG) intellectual disabilities aged 6 to 25, which are part of the KAPP diagnostic battery. Evidence-based Facts: Current diagnostic instruments for the functional assessment of people with moderate, severe and profound intellectual disabilities contain outdated or non-standardized tools. In Poland, there is a need to supplement this catalogue. Summary: The scales are intended for functional assessment performed by special educators, psychologis...
The aim of this study was to verify the effectiveness of the self-determination theory (SDT) in m... more The aim of this study was to verify the effectiveness of the self-determination theory (SDT) in mathematics teaching methodology. In the experimental group, 62 fifth-graders had 10 months of maths lessons according to an original programme that prioritises three needs: autonomy, competence and relatedness. The following research questions were formulated: How did students’ attitudes towards mathematics change under the influence of methodological interventions aimed at satisfying the three SDT needs? Did the methodological solutions contribute to better emotional/social competences in the students? Did the intervention result in higher maths achievement, measured by a maths knowledge and skills test and grades in the subject? The findings included statistically significant differences in 1) positive attitude towards mathematics (measured by the semantic differential technique), 2) emotional/social competences (measured by the KA scale from the tool called TROS-KA) and 3) mathematica...
The aim of this study was to verify the effectiveness of the self-determination theory (SDT) in m... more The aim of this study was to verify the effectiveness of the self-determination theory (SDT) in mathematics teaching methodology. In the experimental group, 62 fifth-graders had 10 months of maths lessons according to an original programme that prioritises three needs: autonomy, competence and relatedness. The following research questions were formulated: How did students’ attitudes towards mathematics change under the influence of methodological interventions aimed at satisfying the three SDT needs? Did the methodological solutions contribute to better emotional/social competences in the students? Did the intervention result in higher maths achievement, measured by a maths knowledge and skills test and grades in the subject? The findings included statistically significant differences in 1) positive attitude towards mathematics (measured by the semantic differential technique), 2) emotional/social competences (measured by the KA scale from the tool called TROS-KA) and 3) mathematical achievements (measured by a maths test and grades in school) in comparison to the control group (N = 59), where less positive attitudes towards mathematics, lower maths grades and no significant increase in emotional/social competences were observed.
The aim of the article is to present the teaching programme entitled I experience – I understand ... more The aim of the article is to present the teaching programme entitled I experience – I understand – I know enriched with a full methodological framework for the first educational stage. This programme, focused mainly on the development of creativity and innovation among students, was implemented in four primary schools and subjected to a detailed evaluation (after ten months of teaching in the 1st grades). The assumptions of the programme are based on the concept of sustainable development operationalized by the R. Sternberg’s theory of intelligence supporting the life success (balance between three types of intelligence: analytical, practical and creative). The obtained results allow to recognize the proposed teaching programme as an effective set of strategies for the implementation of the core curriculum and to develop the transferable resources by the pupils, with particular emphasis on creativity and innovation that are the basis for active adaptation to the environment now and ...
Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średni... more Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średnim wieku szkolnym, tj. w klasach IV, V, VI szkoły podstawowej. Pakiet materiałów obejmuje: scenariusze zajęć, gry dydaktyczne oraz prezentacje multimedialne do wykorzystania przez nauczycieli i pracowników poradni psychologiczno-pedagogicznych. Cz. 4 (14 scenariuszy) dotyczy kontroli afektu
Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średni... more Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średnim wieku szkolnym, tj. w klasach IV, V, VI szkoły podstawowej. Pakiet materiałów obejmuje: scenariusze zajęć, gry dydaktyczne oraz prezentacje multimedialne do wykorzystania przez nauczycieli i pracowników poradni psychologiczno-pedagogicznych. Cz. 2 (12 scenariuszy) dotyczy relacji społecznych ucznia
Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średni... more Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średnim wieku szkolnym, tj. w klasach IV, V, VI szkoły podstawowej. Pakiet materiałów obejmuje: scenariusze zajęć, gry dydaktyczne oraz prezentacje multimedialne do wykorzystania przez nauczycieli i pracowników poradni psychologiczno-pedagogicznych. Cz. 3 (12 scenariuszy) dotyczy samooceny ucznia i jego obrazu siebie
Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średni... more Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średnim wieku szkolnym, tj. w klasach IV, V, VI szkoły podstawowej. Pakiet materiałów obejmuje: scenariusze zajęć, gry dydaktyczne oraz prezentacje multimedialne do wykorzystania przez nauczycieli i pracowników poradni psychologiczno-pedagogicznych. Cz. 1 (14 scenariuszy) dotyczy radzenia sobie ucznia z trudnościami oraz jego poczucie sprawczości
International Journal of Environmental Research and Public Health
The study had four objectives: (a) identifying and characterizing strategies for involving parent... more The study had four objectives: (a) identifying and characterizing strategies for involving parents of students with SEN (students with special educational needs) in remote education during the COVID-19 pandemic; (b) comparing these strategies with those used by parents of students without SEN (non-SEN students); (c) identifying predictors of parental involvement in the remote education of students with SEN; (d) checking whether the identified strategies differentiate the perceived barriers and benefits of remote learning. In total, 421 parents of primary school students participated in the study, 83 of whom (20%) were parents of children with SEN (SEN group). Based on the factor analysis of the results (respondents completed a 66-item electronic questionnaire), three main strategies for parental involvement in children’s remote education were identified: (1) committed teacher (CT), with 40% in the SEN group and 55% in the non-SEN group; (2) autonomy-supporting coach (ASC), with 22% ...
PurposeThe aim of this article is to present the application value of a diagnostic toolkit for as... more PurposeThe aim of this article is to present the application value of a diagnostic toolkit for assessment of cognitive functions based on a proprietary Multidimensional Model of Cognitive Functioning which combines executive functions with the field of perception, language, and communication. ThesesThe developed tools assess the level of executive functions (attention control, working memory, cognitive flexibility, and reasoning), the speed of perceptual processes, as well as linguistic functions in terms of speech- and writing-based communication. ConclusionsAll tasks have been prepared in a computer-based version. The innovativeness of the proposed battery of tests stems from the fact that the adopted model creates a coherent theoretical framework for the entire spectrum of functions describing the effectiveness of cognitive processing in people of different ages and varying educational needs. In the context of the tools available in psychological and pedagogical counselling centr...
Introduction: On the basis of education, the criterion-referenced diagnosis of the disorder does ... more Introduction: On the basis of education, the criterion-referenced diagnosis of the disorder does not provide sufficient grounds for planning educational and therapeutic support. The functional characteristics supplementing the data from the nosological diagnosis show the possibilities and difficulties of a person in functioning in the everyday life context. Research Aim: The aim of the article is to present observational scales for assessing the cognitive functioning of people with moderate (KAPP_SNIU), severe (KAPP_SNIZ) and profound (KAPP_SNIG) intellectual disabilities aged 6 to 25, which are part of the KAPP diagnostic battery. Evidence-based Facts: Current diagnostic instruments for the functional assessment of people with moderate, severe and profound intellectual disabilities contain outdated or non-standardized tools. In Poland, there is a need to supplement this catalogue. Summary: The scales are intended for functional assessment performed by special educators, psychologis...
The aim of this study was to verify the effectiveness of the self-determination theory (SDT) in m... more The aim of this study was to verify the effectiveness of the self-determination theory (SDT) in mathematics teaching methodology. In the experimental group, 62 fifth-graders had 10 months of maths lessons according to an original programme that prioritises three needs: autonomy, competence and relatedness. The following research questions were formulated: How did students’ attitudes towards mathematics change under the influence of methodological interventions aimed at satisfying the three SDT needs? Did the methodological solutions contribute to better emotional/social competences in the students? Did the intervention result in higher maths achievement, measured by a maths knowledge and skills test and grades in the subject? The findings included statistically significant differences in 1) positive attitude towards mathematics (measured by the semantic differential technique), 2) emotional/social competences (measured by the KA scale from the tool called TROS-KA) and 3) mathematica...
The aim of this study was to verify the effectiveness of the self-determination theory (SDT) in m... more The aim of this study was to verify the effectiveness of the self-determination theory (SDT) in mathematics teaching methodology. In the experimental group, 62 fifth-graders had 10 months of maths lessons according to an original programme that prioritises three needs: autonomy, competence and relatedness. The following research questions were formulated: How did students’ attitudes towards mathematics change under the influence of methodological interventions aimed at satisfying the three SDT needs? Did the methodological solutions contribute to better emotional/social competences in the students? Did the intervention result in higher maths achievement, measured by a maths knowledge and skills test and grades in the subject? The findings included statistically significant differences in 1) positive attitude towards mathematics (measured by the semantic differential technique), 2) emotional/social competences (measured by the KA scale from the tool called TROS-KA) and 3) mathematical achievements (measured by a maths test and grades in school) in comparison to the control group (N = 59), where less positive attitudes towards mathematics, lower maths grades and no significant increase in emotional/social competences were observed.
The aim of the article is to present the teaching programme entitled I experience – I understand ... more The aim of the article is to present the teaching programme entitled I experience – I understand – I know enriched with a full methodological framework for the first educational stage. This programme, focused mainly on the development of creativity and innovation among students, was implemented in four primary schools and subjected to a detailed evaluation (after ten months of teaching in the 1st grades). The assumptions of the programme are based on the concept of sustainable development operationalized by the R. Sternberg’s theory of intelligence supporting the life success (balance between three types of intelligence: analytical, practical and creative). The obtained results allow to recognize the proposed teaching programme as an effective set of strategies for the implementation of the core curriculum and to develop the transferable resources by the pupils, with particular emphasis on creativity and innovation that are the basis for active adaptation to the environment now and ...
Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średni... more Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średnim wieku szkolnym, tj. w klasach IV, V, VI szkoły podstawowej. Pakiet materiałów obejmuje: scenariusze zajęć, gry dydaktyczne oraz prezentacje multimedialne do wykorzystania przez nauczycieli i pracowników poradni psychologiczno-pedagogicznych. Cz. 4 (14 scenariuszy) dotyczy kontroli afektu
Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średni... more Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średnim wieku szkolnym, tj. w klasach IV, V, VI szkoły podstawowej. Pakiet materiałów obejmuje: scenariusze zajęć, gry dydaktyczne oraz prezentacje multimedialne do wykorzystania przez nauczycieli i pracowników poradni psychologiczno-pedagogicznych. Cz. 2 (12 scenariuszy) dotyczy relacji społecznych ucznia
Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średni... more Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średnim wieku szkolnym, tj. w klasach IV, V, VI szkoły podstawowej. Pakiet materiałów obejmuje: scenariusze zajęć, gry dydaktyczne oraz prezentacje multimedialne do wykorzystania przez nauczycieli i pracowników poradni psychologiczno-pedagogicznych. Cz. 3 (12 scenariuszy) dotyczy samooceny ucznia i jego obrazu siebie
Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średni... more Materiały postdiagnostyczne służą do pomiaru kompetencji społeczno-emocjonalnych uczniów w średnim wieku szkolnym, tj. w klasach IV, V, VI szkoły podstawowej. Pakiet materiałów obejmuje: scenariusze zajęć, gry dydaktyczne oraz prezentacje multimedialne do wykorzystania przez nauczycieli i pracowników poradni psychologiczno-pedagogicznych. Cz. 1 (14 scenariuszy) dotyczy radzenia sobie ucznia z trudnościami oraz jego poczucie sprawczości
International Journal of Environmental Research and Public Health
The study had four objectives: (a) identifying and characterizing strategies for involving parent... more The study had four objectives: (a) identifying and characterizing strategies for involving parents of students with SEN (students with special educational needs) in remote education during the COVID-19 pandemic; (b) comparing these strategies with those used by parents of students without SEN (non-SEN students); (c) identifying predictors of parental involvement in the remote education of students with SEN; (d) checking whether the identified strategies differentiate the perceived barriers and benefits of remote learning. In total, 421 parents of primary school students participated in the study, 83 of whom (20%) were parents of children with SEN (SEN group). Based on the factor analysis of the results (respondents completed a 66-item electronic questionnaire), three main strategies for parental involvement in children’s remote education were identified: (1) committed teacher (CT), with 40% in the SEN group and 55% in the non-SEN group; (2) autonomy-supporting coach (ASC), with 22% ...
PurposeThe aim of this article is to present the application value of a diagnostic toolkit for as... more PurposeThe aim of this article is to present the application value of a diagnostic toolkit for assessment of cognitive functions based on a proprietary Multidimensional Model of Cognitive Functioning which combines executive functions with the field of perception, language, and communication. ThesesThe developed tools assess the level of executive functions (attention control, working memory, cognitive flexibility, and reasoning), the speed of perceptual processes, as well as linguistic functions in terms of speech- and writing-based communication. ConclusionsAll tasks have been prepared in a computer-based version. The innovativeness of the proposed battery of tests stems from the fact that the adopted model creates a coherent theoretical framework for the entire spectrum of functions describing the effectiveness of cognitive processing in people of different ages and varying educational needs. In the context of the tools available in psychological and pedagogical counselling centr...
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Papers by Tomasz Knopik