<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Petr Benda</style></author><author><style face="normal" font="default" size="100%">Jan Pavlík</style></author><author><style face="normal" font="default" size="100%">Jan Masner</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRACTICAL EDUCATION OF ADULTS WITH INTELLECTUAL DISABILITIES USING A WEB COURSE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adult education</style></keyword><keyword><style  face="normal" font="default" size="100%">intellectual disabilities</style></keyword><keyword><style  face="normal" font="default" size="100%">professional education</style></keyword><keyword><style  face="normal" font="default" size="100%">web course</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1566969094.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education of adults with intellectual disabilities in labor activities can help them to successfully and repeatedly carry out their work tasks and significantly help their self-realization. The problem is that the need for frequent repetition of already learned skills requires the constant presence of a teacher or caregiver since such a worker is not able to work independently. This situation increases the cost of employing people with disabilities. The aim is to find a way to reduce the necessary number of caregivers needed in this kind of activity and enable greater self-sufficiency of workers. The presented research intended to verify whether a web course could be an effective educational tool for people with intellectual disabilities. During the research, a group of ten participants with intellectual disabilities was educated to acquire basic skills in horticulture. The first teaching was realized through practical demonstrations at the workplace in the university production garden by professional gardeners. After these demonstrations skills of all participants were verified and so the basic level for further verification and comparison of knowledge was set. Subsequently, using three approaches of repeating the already learned practical curriculum (verbal repetition, no repetition, and repetition using the web course) and different time intervals, the level of knowledge of each participant was verified. Statistical methods were used to compare the results of different repetition approaches. Research results demonstrated that a web course, with specific content that consists of video or animation, combined with the use of pictograms for confident navigation, can be used by people with intellectual disabilities with good results. At the same time, in addition to practical teaching, this was the second best-rated approach of repeating knowledge. Using a web course, participants achieved similar work results as they did in practical teaching.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">463-477</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Katja Jeznik</style></author><author><style face="normal" font="default" size="100%">Ermenc, K. S.</style></author><author><style face="normal" font="default" size="100%">Jasna Mažgon</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A FESTIVAL AS A PEDAGOGICAL TOOL TO PROMOTE INCLUSION IN THE COMMUNITY AND IN SCHOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">inclusion understanding</style></keyword><keyword><style  face="normal" font="default" size="100%">intellectual disabilities</style></keyword><keyword><style  face="normal" font="default" size="100%">positive attitudes</style></keyword><keyword><style  face="normal" font="default" size="100%">special educational institution</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1524597419.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The focus of education policies on greater equity and accessibility of education for all exposes an important difference between narrow and broad definitions of the concept of inclusion. The narrow definition is tied above all to the school context, where responsibility for the realisation of inclusion lies with pedagogical workers. The broad definition refers to an understanding of inclusion as the embracing of diversity as a positive value for the community, regardless of the institutional context in which we endeavour to achieve inclusion. The research discussed the inclusive educational practice of a special educational institution catering for individuals with intellectual disabilities. Using a sample of 139 participants at the international inclusive festival Play With Me, the attitudes towards inclusion and towards persons with special needs (a Likert scale was created) were researched. The results indicate that respondents generally had positive attitudes towards inclusion; there were differences between them, depending on the roles they undertook at the festival (mentors of students taking part in the festival and volunteers running various festival activities), the institutions they came from (special or mainstream educational institutions, associations, NGOs), and whether or not they had experience of individuals with special educational needs (SEN), either in their work or in their studies. Although a broad understanding of inclusive culture is present in the statements of respondents, it appears that both general and special teachers (in the role of mentors) still incline slightly more towards a narrow understanding of inclusion than volunteers do, which raises questions about pedagogical workers' conception of education. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">159-174</style></section></record></records></xml>