{"id":1709,"date":"2020-01-22T15:13:18","date_gmt":"2020-01-22T14:13:18","guid":{"rendered":"https:\/\/us.edu.pl\/wydzial\/wsne\/?page_id=1709"},"modified":"2020-04-06T12:15:52","modified_gmt":"2020-04-06T10:15:52","slug":"42-2","status":"publish","type":"page","link":"https:\/\/us.edu.pl\/wydzial\/wsne\/nauka-i-badania\/serie-wydawnicze\/seria-e-learning\/11-e-learning-and-stem-education-articles\/42-2\/","title":{"rendered":"42"},"content":{"rendered":"<p><strong>THE USE OF E-LEARNING IN EDUCATION FOR PEOPLE WITH MILD INTELLECTUAL DISABILITY IN THE CONTEXT OF THEIR MENTAL WELL-BEING<\/strong><\/p>\n<p><a href=\"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-content\/uploads\/sites\/20\/Nieprzypisane\/el-2019-11-43-THE-USE-OF-E-LEARNING.pdf\" class=\"mtli_attachment mtli_pdf\" data-mtli=\"mtli_filesize458,11kB\">full-text article<\/a><\/p>\n<p>DOI: 10.34916\/el.2019.11.43<\/p>\n<p><strong>Anna Porczy\u0144ska-Ciszewska<\/strong> University of Silesia in Katowice (Poland)<\/p>\n<p><strong>Abstract<\/strong>: The use of modern information and communication technologies by people with mild intellectual disability, which enables the application of e-learning methodology, i.e., distant learning based on information and telecommunication technologies, is definitely part of the current trend of media education also in this social group. It is worth remembering that in addition to profits which result from engaging people with mild intellectual disability, such as autonomously making decisions and choices or establishing social relationships, the development of modern information technologies is often related to reduced interpersonal contacts face to face and may contribute to the crisis of fundamental values, which may potentially be dangerous to the person\u2019s mental well-being. The paper discusses the issue of using e-learning education as a modern information and communication technology in the process of educating people with mild intellectual disability. It also analyzes the relationship between using those civilization achievements and the mental well-being of people with mild intellectual disability.<\/p>\n<p><strong>Keywords<\/strong>: intellectual disability, e-learning, Internet, mental well-being<\/p>\n<p><strong>REFERENCES<\/strong><strong>: <\/strong><\/p>\n<ul>\n<li>Argyle M. (2004). Psychologia szcz\u0119\u015bcia <em>[The Psychology of Happiness]. <\/em>Wroc\u0142aw: Wydawnictwo Astrum.<\/li>\n<li>Badia M., Orgaz B.M, Verdugo M.A., Ullan A.M. &amp; Martinez M.M. (2011). Personal factors and perceived barriers to participation in leisure activities for young and adults with developmental disabilities.<em> Research In Developmental Disabilities,<\/em> 32(6). 2055-2063.<\/li>\n<li>Campbell A., Converse P.E., &amp; Rodgers W.L. (1976). The Quality of American Life. New York: Russell Sage Foundation.<\/li>\n<li>Campbell A.J., Cumming S.R., &amp; Hughes I. (2006). Internet use by the socially fearful: addiction or therapy? <em>CyberPsychology&amp;Behavior<\/em>, 9 (1). 69-81.<\/li>\n<li>Chudnicki A, &amp; Mielczarek A. (2018). Zastosowanie technologii informacyjno-komunikacyjnych w edukacji uczni\u00f3w z niepe\u0142nosprawno\u015bci\u0105 intelektualn\u0105 na II I III poziomie edukacyjnym. <em>[The Use of Information and Communication Technologies in Education for Students with Intellectual Disabilities on 2<sup>nd<\/sup> and 3<sup>rd<\/sup> Educational Stages.]<\/em> <em>Edukacja-Technika-Informatyka<\/em>, 1\/23, 249-254.<\/li>\n<li>Csikszentmihalyi, M., &amp; Csikszentmihalyi, S.S. (1988). <em>Optimal experience<\/em>. Cambridge: Cambridge University Press.<\/li>\n<li>Csikszentmihalyi, M., (1990). <em>Flow: The Psychology of Optimal Experience.<\/em> New York: Harper and Row.<\/li>\n<li>Csikszentmihalyi, M., (1997). <em>Finding Flow: The Psychology of Engagement With Everyday Life. <\/em>New York: Basic Books.<\/li>\n<li>Czapi\u0144ski, J., (2004). Czy szcz\u0119\u015bcie pop\u0142aca? Dobrostan psychiczny jako przyczyna pomy\u015blno\u015bci \u017cyciowej. <em>[Does Happiness Pay off? Mental Well- Being as a Cause of Life Success.] <\/em>In J. Czapi\u0144ski J. (Eds.). <em>Psychologia pozytywna. Nauka o szcz\u0119\u015bciu, zdrowiu, sile i cnotach cz\u0142owieka <\/em>(pp.235-254). Warszawa: Wydawnictwo Naukowe PWN.<\/li>\n<li>Danner, D. D., Snowden, D. A. &amp; Friesen W. (2001). Positive emotions in early life and longevity: Findings from the Nun Study. <em>Journal of Personality and Social Psychology<\/em>, 80, 804-813.<\/li>\n<li>Dylak S., Ubermanowicz S., &amp; Chmiel P. (2009). Dzia\u0142anie zmienia m\u00f3zg, poszukiwania w Internecie tak\u017ce\u2026 <em>[Activity Changes the Brain. So Does Internet Browsing&#8230;]<\/em> In J. Morbitzer (Eds). <em>Komputer w edukacji.<\/em> Krak\u00f3w: Wydawca: Katedra Technologii i Medi\u00f3w Edukacyjnych Uniwersytetu Pedagogicznego w Krakowie.<\/li>\n<li>Dylak S. (2012). Alfabetyzacja wizualna jako kompetencja wsp\u00f3\u0142czesnego cz\u0142owieka. <em>[Visual Literacy as the Competency of a Modern Man.] <\/em>In S. Dylak, W. Skrzydlewski (Eds). <em>Media. Edukacja. Kultura. W stron\u0119 edukacji medialnej. <\/em>Pozna\u0144-Rzesz\u00f3w: Polskie Towarzystwo Technologii i Medi\u00f3w Edukacyjnych Pozna\u0144.<\/li>\n<li>Holder M., Sehn Z., &amp; Coleman B. (2009). The contribution of active and passive leisure to children\u2019s well-being. Journal Of Health Psychology, 14(3). 378-386.<\/li>\n<li>Krause A. (2004). Cz\u0142owiek niepe\u0142nosprawny wobec przeobra\u017ce\u0144 spo\u0142ecznych. <em>[A Pers<\/em><em>on with Disability vs Social Transformations.]<\/em> Krak\u00f3w: Oficyna wydawnicza \u201cImpuls\u201d.<\/li>\n<li>Luckasson R., Borthwick-Duffy S., Buntinx W. H. E., Coulter D. L., Craig E. M., Reeve A., Schalock R. L., Snell M. E., Spitalnik D. M., Spreat S., &amp; Tassi M. J. (2002). Definition of mental retardation. Washington, DC, American Association on Mental Retardation.<\/li>\n<li>\u0141ysek, J. (2005). E-learning w szkole. <em>[E-Learning at School.]<\/em> <em>Nauczyciel i Szko\u0142a<\/em>, 3-4 (28-29). 38- 48.<\/li>\n<li>Marks G. &amp; Fleming N. (1999). Influences and consequences of well-being among Australian young people: 1980-1995. <em>Social Indicators Research<\/em>, 46, 301 \u2013 323.<\/li>\n<li>McClimens A., &amp; Gordon F. (2008). Presentation of Self in E-veryday Life: How People Labelled with Intellectual Disability Manage Identity as They Engage the Blogosphere. <em>Sociological Research Online, <\/em>13(4). 40-52, Sheffield Hallam University. https:\/\/doi.org\/10.5153\/sro.1774<\/li>\n<li>Patterson I.I., &amp; Pegg S.S. (2009). Serious leisure and people with intellectual disabilities: Benefits and opportunities. <em>Leisure Studies,<\/em> 28(4). 387-402.<\/li>\n<li>Penkowska, G. (2010). <em>Meandry e-learningu [Intricacies of e-learning].<\/em> Warszawa: Wydawnictwo Difin.<\/li>\n<li>Plichta P. (2012). Wyniki bada\u0144 nad korzystaniem z internetu przez osoby z niepe\u0142nosprawno\u015bci\u0105 intelektualn\u0105 \u2013 praktyczne implikacje. <em>[The Results of Research on the Use of the Internet by People with Intellectual Disability: Practical Implications.]<\/em> In: J. Py\u017calski (ed.) <em>Cyberbullying<\/em>. <em>Zjawisko, konteksty, przeciwdzia\u0142anie.<\/em> [Cyberbullying. Phenomenon, contexts, countermeasures.] (pp. 69-92). \u0141\u00f3d\u017a: Wydawnictwo Naukowe WSP.<\/li>\n<li>Plichta P. (2013). M\u0142odzi u\u017cytkownicy nowych medi\u00f3w z niepe\u0142nosprawno\u015bci\u0105 intelektualn\u0105 \u2013 mi\u0119dzy korzy\u015bciami i zagro\u017ceniami. <em>[Young New Media Users with Intellectual Disability: the Benefits and the Threats.] <\/em><em>Dziecko krzywdzone. Teoria, badan<\/em><em>ia, praktyka<\/em>. 12(1). 121-138.<\/li>\n<li>Polloway E. A. (1997). Developmental principles of the Luckasson et. Al (1992) AAMR definition of mental retardation: A retrospective. <em>Education and Training in Mental Retardation and Developmental Disabilities,<\/em> 32, 174-178.<\/li>\n<li>Porczy\u0144ska-Ciszewska, A. (2013). <em>Cechy osobowo\u015bci a do\u015bwiadczanie szcz\u0119\u015bcia i poczucie sensu \u017cycia. <\/em><em>[The Role of Personality Traits in Experiencing Happiness and the Meaning of Life.]<\/em> Katowice: Wydawnictwo Uniwersytetu \u015al\u0105skiego.<\/li>\n<li>Porczy\u0144ska-Ciszewska A., Kraczla M., Wziatek-Sta\u015bko A. (2018). Experiencing happiness and coping with stress as the key factors in the development of intelligent organisational culture in enterprises applying the idea of e-learning. In E. Smyrnova-Trybulska (ed.). <em>E-learning and Smart Learning Environment for the Preparation of New Generation Specialists.<\/em> \u201cE-Learning\u201d. 10. (pp. 515-530) Katowice-Cieszyn: Studio NOA for University of Silesia.<\/li>\n<li>Pressman, S. D. &amp; Cohen S. (2005). Does positive affect influence health? <em>Psychological Bulletin<\/em>, 131, 925 \u2013 971.<\/li>\n<li>Raport z\u00a0badania \u201eNiepe\u0142nosprawny w sieci\u201c. <em>[Report from the study <\/em><em>\u201cThe Disabled on the Internet\u201d]<\/em>, Realizacja dzia\u0142ania 1.4 SPORZL, PFRON Retrieved from https:\/\/www.pfron.org.pl\/fileadmin\/ftp\/ dokumenty\/BIFRON\/2006\/BIFRON_infostart_2006.pdf In: Plichta P. (2012). Wyniki bada\u0144 nad korzystaniem z internetu przez osoby z niepe\u0142nosprawno\u015bci\u0105 intelektualn\u0105 \u2013 praktyczne implikacje. <em>[The Results of Research on the Use of the Internet by People with Intellectual Disability: Practical Implications.]<\/em> In: J. Py\u017calski (ed.) <em>Cyberbullying<\/em>. <em>Zjawisko, konteksty, przeciwdzia\u0142anie.<\/em> [Cyberbullying. Phenomenon, contexts, countermeasures.] (pp. 69-92). \u0141\u00f3d\u017a: Wydawnictwo Naukowe WSP.<\/li>\n<li>Seale J. (2007). Strategies for supporting the online publishing activities of adults with learning difficulties. <em>Disability&amp;Society,<\/em> 22(2). 173-186.<\/li>\n<li>Seale J. (2009). Digital Inclusion. A Research Briefing by the Technology Enhanced Learning Phase of the Teaching and Learning Research Programme University of Southampton. ISBN: 978-0-85473-901-1.<\/li>\n<li>Smith D. D. (2009). Pedagogika specjalna. (Introduction to Special Education.) Warszawa: Wydawnictwo Naukowe PWN.<\/li>\n<li>Thoreau E. (2006). Ouch!: An Examination of the Self-Representation of Disabled People on the Internet. <em>Journal of Computer-Mediated Communication<\/em>, 11 (2). 442-468.<\/li>\n<li>Yi Maggie Guo, &amp; Young K. R, (2008). Capturing Flow in the Business Classroom. <em>Decision Sciences Journal of Innovative Education<\/em>, vol. 6, no 2, pp. 437-462.<\/li>\n<li>Zalecenie Parlamentu Europejskiego I Rady z 18.12.2006 r. w sprawie kompetencji kluczowych w procesie uczenia si\u0119 przez ca\u0142e \u017cycie. (<em>Recommendation of the European Parliament<\/em>\u00a0and of the\u00a0<em>Council<\/em>\u00a0of 18 December 2006 on\u00a0<em>key competences for lifelong learning<\/em>.)<\/li>\n<\/ul>\n<p><\/p>\n<style type=\"text\/css\">a[data-mtli~=\"mtli_filesize458,11kB\"]:after {content:\" (458,11 kB)\"}<\/style>","protected":false},"excerpt":{"rendered":"<p>THE USE OF E-LEARNING IN EDUCATION FOR PEOPLE WITH MILD INTELLECTUAL DISABILITY IN THE CONTEXT OF THEIR MENTAL WELL-BEING full-text article DOI: 10.34916\/el.2019.11.43 Anna Porczy\u0144ska-Ciszewska University of Silesia in Katowice (Poland) Abstract: The use of modern information and communication technologies by people with mild intellectual disability, which enables the application of e-learning methodology, i.e., distant [&#8230;]<\/p>\n<p><a class=\"btn btn-secondary understrap-read-more-link\" href=\"https:\/\/us.edu.pl\/wydzial\/wsne\/nauka-i-badania\/serie-wydawnicze\/seria-e-learning\/11-e-learning-and-stem-education-articles\/42-2\/\">Read More&#8230;<\/a><\/p>\n","protected":false},"author":110,"featured_media":0,"parent":1452,"menu_order":42,"comment_status":"closed","ping_status":"closed","template":"page-templates\/inner-page.php","meta":{"_expiration-date-status":"saved","_expiration-date":0,"_expiration-date-type":"","_expiration-date-categories":[],"_expiration-date-options":[]},"acf":[],"_links":{"self":[{"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/pages\/1709"}],"collection":[{"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/users\/110"}],"replies":[{"embeddable":true,"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/comments?post=1709"}],"version-history":[{"count":5,"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/pages\/1709\/revisions"}],"predecessor-version":[{"id":2571,"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/pages\/1709\/revisions\/2571"}],"up":[{"embeddable":true,"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/pages\/1452"}],"wp:attachment":[{"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/media?parent=1709"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}