Pupils’ Misconceptions as a Psychosocial Barrier in the Context of Inclusive Education
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Date
2015
Authors
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Editor
Journal Title
Journal ISSN
Volume Title
Publisher
Wydawnictwo Naukowe UAM
Title alternative
Błędne wyobrażenia uczniów jako bariera psychospołeczna w kontekście edukacji włączającej
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.
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Keywords
transformation in education, inclusion, psychosocial barriers, misconceptions, developmental disability
Citation
Studia Edukacyjne, 2015, nr 37, s.363-376
ISBN
978-83-232-2967-4