The text undertakes the reflexion on paradigms in pedagogic and special education. In the first part of it the author precises definitions of a paradigm exposing their multiplicity and concentrates on present and non-present paradigms in special education exposing the necessity of paradigmatic change as well as implantation of critical- emancipatory paradigm in the area of scientific explorations of the discipline. In her further considerations the author characterizes critical-emancipatory paradigm in reference to special education. She inquires about special education as critical, emancipatory, differences - oriented pedagogy. She also notices that current researchers of disability phenomenon ought to employ critical- emancipatory paradigm in their explorations with references to critical and emancipatory pedagogic.
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