Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/14451
Title: Pupils’ Misconceptions as a Psychosocial Barrier in the Context of Inclusive Education
Other Titles: Błędne wyobrażenia uczniów jako bariera psychospołeczna w kontekście edukacji włączającej
Authors: Pivarč, Jakub
Keywords: transformation in education
inclusion
psychosocial barriers
misconceptions
developmental disability
Issue Date: 2015
Publisher: Wydawnictwo Naukowe UAM
Citation: Studia Edukacyjne, 2015, nr 37, s.363-376
Abstract: During the totalitarian regime the Czech education system significantly hindered or entirely prevented pupils with a developmental disability to exercise their right to education. Since 1989, the Czech schooling system has undergone a distinct transformation. In line with the qualities of today’s postmodern society, the idea of inclusion has been one of the changes, but has been evolving only at a theoretical level so far. Inclusive education is clearly a solution for pupils with a developmental disability, which in turn leads to equal and effective education. Some obstacles within the practical application of inclusion may be negative attitudes, incorrect understanding, prejudices and invalid generalisations (misconceptions) of intact pupils about their peers who have a developmental disability. The paper discusses psychosocial barriers at a microsocial level in a classroom which may inhibit the inclusion process. The main focus is on the issue of pupils’ misconceptions and some strategies to overcome them.
URI: http://hdl.handle.net/10593/14451
DOI: 10.14746/se.2015.37.21
ISBN: 978-83-232-2967-4
ISSN: 1233-6688
Appears in Collections:Studia Edukacyjne, 2015, nr 37

Files in This Item:
File Description SizeFormat 
SE_37_2015_Pivarc.pdf236.31 kBAdobe PDFView/Open
Show full item record



Items in AMUR are protected by copyright, with all rights reserved, unless otherwise indicated.