Joanna Smogorzewska
Joanna Smogorzewska
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Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis
G Szumski, J Smogorzewska, M Karwowski
Educational research review 21, 33-54, 2017
Storyline and associations pyramid as methods of creativity enhancement: Comparison of effectiveness in 5-year-old children
J Smogorzewska
Thinking Skills and Creativity 7 (1), 28-37, 2012
Examining the effectiveness of naturalistic social skills training in developing social skills and theory of mind in preschoolers with ASD
G Szumski, J Smogorzewska, P Grygiel, AM Orlando
Journal of Autism and Developmental Disorders 49 (7), 2822-2837, 2019
Developing children's language creativity through telling stories–An experimental study
J Smogorzewska
Thinking Skills and Creativity 13, 20-31, 2014
Equity and full participation for individuals with severe disabilities
M Agran, F Brown, C Hughes, C Quirk, D Ryndak
Paul H. Brookes, Baltimore, 2014
Attitudes of students toward people with disabilities, moral identity and inclusive education—A two-level analysis
G Szumski, J Smogorzewska, P Grygiel
Research in developmental disabilities 102, 103685, 2020
Same or different? Theory of mind among children with and without disabilities
J Smogorzewska, G Szumski, P Grygiel
PloS one 13 (10), e0202553, 2018
Same progress for all? Inclusive education, the United Nations Convention on the rights of persons with disabilities and students with intellectual disability in European countries
T Buchner, M Shevlin, MA Donovan, M Gercke, H Goll, J Šiška, ...
Journal of Policy and Practice in Intellectual Disabilities 18 (1), 7-22, 2021
Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms
J Smogorzewska, G Szumski, P Grygiel
Journal of Applied Research in Intellectual Disabilities 32 (5), 1241-1254, 2019
Developing preschoolers’ social skills: The effectiveness of two educational methods
J Smogorzewska, G Szumski
International Journal of Disability, Development and Education 65 (3), 318-340, 2018
Can play develop social skills? The effects of ‘Play Time/Social Time’programme implementation
G Szumski, J Smogorzewska, M Karwowski
International Journal of Developmental Disabilities 62 (1), 41-50, 2016
Rozwijanie kompetencji społecznych dzieci przedszkolnych
J Smogorzewska, G Szumski
Teoria–Metodyka–Efekty [Developing Social Competences of Pre-school Children …, 2015
Theory of mind goes to school: Does educational environment influence the development of theory of mind in middle childhood?
J Smogorzewska, G Szumski, P Grygiel
Plos One 15 (8), e0237524, 2020
The Children’s Social Understanding Scale: An advanced analysis of a parent-report measure for assessing theory of mind in Polish children with and without disabilities
J Smogorzewska, G Szumski, P Grygiel
Developmental psychology 55 (4), 835-845, 2019
From reference situation to narrative text
GW Shugar, B Bokus, J Smogorzewska
Studio Lexem, 2013
Studying self-Efficacy among teachers in Poland is important: Polish adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) scale
Z Narkun, J Smogorzewska
Exceptionality Education International 29 (2), 110-126, 2019
" You Can Choose... Or We Would Go to'Turkeys' or to Houses"-Verbal Interactions of Five-Year-Old Children During Story Creation
J Smogorzewska
Psychology of Language and Communication 17 (2), 157, 2013
Some Social Predictors of Preschoolers’ Verbal Creativity1
J Smogorzewska, M Karwowski
The New Educational Review 19 (3-4), 369-379, 2009
Advanced theory of mind in children with mild intellectual disability and deaf or hard of hearing children: A two‐year longitudinal study in middle childhood
J Smogorzewska, C Osterhaus
British Journal of Developmental Psychology 39 (4), 603-624, 2021
Środowisko szkolne a rozwój teorii umysłu u dzieci w młodszym wieku szkolnym: badanie podłużne uczniów z niepełnosprawnością i bez niepełnosprawności
J Smogorzewska
Wydawnictwo Naukowe PWN, 2019
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