Nauczanie inkluzyjne w doświadczeniach polskich – podstawy prawne i społeczne uwarunkowania

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Date

2014

Advisor

Editor

Journal Title

Journal ISSN

Volume Title

Publisher

Wydawnictwo Naukowe UAM

Title alternative

Inclusive Education: the Polish Experience – Legal Foundations and Social Conditioning

Abstract

Inclusion may connect but it cannot divide especially in context of constituting wishful assumptions. The first of them is a belief/hope that we, as a society, are ready for inclusion. The second assumption is that trained staff have appropriate background and are able to face the challenge of working within a heterogenic team. Third, the effects of inclusive education of the disabled will be better in comparison to other forms. Another problem is the attitude towards people with disabilities. Peter Mittler points out that one of major obstacles for inclusive education to succeed is teachers’ approach. If teachers in public schools believe that disabled students are different, the consequent belief is that it is necessary to have some special qualifications to work with them (P. Mittler, 2000). Inclusive education of disabled students is not a simple task, especially with the perspective of a strain of socialistic stigmata of the common front. Some questions about the idea realization remain to be answered.

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Keywords

inclusion, disability, prejudice

Citation

Studia Edukacyjne, nr 30, 2014, s. 109-117

Seria

ISBN

978-83-232-2691-8

ISSN

1233-6688

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Rights Creative Commons

Creative Commons License

Uniwersytet im. Adama Mickiewicza w Poznaniu
Biblioteka Uniwersytetu im. Adama Mickiewicza w Poznaniu
Ministerstwo Nauki i Szkolnictwa Wyższego