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Effective sensory processing is necessary for physiological regulation, the generation of appropriate behavioural responses and the development of academic skills. The physical environment in the classroom and at school can impact a child’s ability to become engaged in education. By creating proper sensory diets and a sensory-friendly classroom, teachers can help children achieve an optimal level of arousal and become successful students. That is why paying attention to the possibilities of creating a sensory-friendly environment is so essential as providing the appropriate amount of sensory stimuli tailored to students’ needs and capabilities. An in-depth literature review has been carried out to justify the role of a sensory diet and a sensory-friendly classroom. Analysing the theoretical and scientific context justifies the development of sensory programs in inclusive education. It shows the possibilities for both using and adapting them to the needs of students.

Copyright of Social Work / Praca Socjalna is the property of Akademia Pedagogiki Specjalnej im Marii Grzegorzewskiej and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Forum Pedagogiczne / Pedagogical Forum is the property of Uniwersytet Kardynala Stefana Wyszynskiego w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Polish Journal of Social Rehabilitation / Resocjalizacja Polska is the property of Pedagogium Foundation and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: An excess of time devoted to the use of the Internet may cause negative consequences in the mental, physical and social spheres. Psychosocial functioning of youth has a significant role in the regulation of relations with the environment. Deficits in the area of social behavior and interaction with the environment can lead to social isolation and addictions, which addiction to the Internet has an increasing tendency. Aim: To determine the relationship between the psychosocial functioning of young people and the degree of Internet addiction. Material and methods: The surveyed group consisted of 263 respondents. 52.1% were junior high school students, and 47.9% high school. The average age in the group was 15.4 (± 1.4). Almost 25.1% were boys, and 74.9% girls. Among the respondents, 58.9% came from the village, and 41.1% from the city. The data collection was based on the standardized Kimberly Young Test, assessing the degree of Internet addiction and the author's questionnaire regarding the psychosocial functioning assessment. Results: About 39.3% of students addicted to the Internet admitted that they do not have a large group of friends on whom they can rely. 25% of people addicted to the Internet and 31.6% of the addiction risk group reported difficulties in making new acquaintances. Frequent conflicts with friends were reported by 42.9% of students addicted to the Internet and 31.6% from the risk group. Low self-esteem was felt by as many as 64.3% of addicted students and 42.1% of addiction risk groups. Learning difficulties were reported by as many as 57.1% of the youth addicted to the network. Conclusions: The research results show that in the group of students addicted to the Internet, problems such as difficulties in making new acquaintances, frequent conflicts with peers, lower self-esteem and learning difficulties occurred more often than in people at risk.

Copyright of Social Work / Praca Socjalna is the property of Akademia Pedagogiki Specjalnej im Marii Grzegorzewskiej and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this article is to present, as well as the analysis of the research carried out by researchers from diff erent researchers on the homosexual families who are bringing up children. This subject will be examined at several levels correlated with each other: family functioning, process of interaction and the mode of communication between the members, the quality of the psychosocial functioning of children from these families, as well as sexual orientation adults who were growing up in homosexual families. [ABSTRACT FROM AUTHOR]