Nauczanie inkluzyjne w doświadczeniach polskich – podstawy prawne i społeczne uwarunkowania
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Date
2014
Authors
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
ISBN
978-83-232-2691-8