The Development of the Idea of the Inclusion of Children with Special Educational Needs in View of Pre-School Education and Primary School

• Authors: Lewkowicz Iwona , Jaszczyszyn Elżbieta
• Languages of publication: EN

Abstracts

Modern views on education have evolved to regard it to be the right of every human being (regardless of gender, nationality, colour of skin, state of health or individual capabilities) to education. In order to provide the best conditions of education for students with various educational needs it is necessary to create a proper climate for working with them at school and in the family environment. What is needed here, is: a) a coalition of all entities responsible for providing psychological-educational assistance for a child and, b) a high level of education offered, c) development of schools and kindergartens, which will properly satisfy the needs of children with special educational needs. In this process it is necessary to create the legal basis for such actions, a climate of social acceptance, preparation of teachers and other staff working in educational institutions and organizing conditions and situations for direct contacts and interactions of children of diverse needs and development capabilities. Mutual relations can be maintained in a climate of acceptance, understanding, joy and sense of one’s personal development. Inclusive education is our hope for providing able-bodied students and students with special educational needs the sense of belonging to the same community, which is a school/kindergarten as well as to a globally organized human civilization.

Keywords

EN

inclusion; inclusive education; special educational needs; kindergarten; school

• Publisher: Akademia Ignatianum w Krakowie
• Journal: Journal of Preschool and Elementary School Education
• Year: 2015
• Issue: 8
• Pages: 59-74

Contributors

author

Lewkowicz Iwona

author

Jaszczyszyn Elżbieta

References

• Ainscow, M., Booth, T., Dyson, A. et all., Improving Schools: Developing Inclusion, London and New York, Routledge, Taylor & Francis Group 2006.
• Bayliss P., Inclusive education, [w:] J. Bogucka, D. Żyro, T. Wejner, From Integration Teaching to School of Equal Opportunities. Materials from the Conference (Konstancin, 28–29 October 2002), Methodological Centre for Psychological-Pedagogical Assistance, Warszawa 2002.
• Dykcik W., The Problems of Autonomy, Social Integration and Normalization of Life of People with Disabilities in the Environment, [in:] W. Dykcik (ed.), Special Education, UAM Publishing House, Poznań 2005.
• Jaszczyszyn E., Dąbrowska J., Psychological and Pedagogical Assistance to Children in Public Kindergartens and I-III Classes of Primary School in the Light of Polish Legal Regulations, “Journal of Preschool and Elementary School Education” 2012, 2.
• Krauze A., Contemporary Paradigms of Special Education, “Impuls” Publishing House, Kraków, 2011.
• Mitchell D., Education that Fits: Review of International Trends in the Education of Students with Special Educational Needs, “Education Counts”, University of Canterbury, 2010.
• Plichta P., Preparation of Teachers for Inclusive Education – European context, [in:] Dorota Podgórska – Jachnik (ed.), Good Teaching Practices are Opportunities for Innovative Education, Pedagogical University in Łódź, 2012.
• Szumski G., Integrative Teaching of the Disabled, Publishers: PWN, APS, Warszawa 2013.
• Szymanowska J., Childhood in Disability: Educational Dimension, Heliodor, Warszawa 2010.
• Woźniak Z., Disability and Disabled People in Social Policy. Social Context of a Med- ical Problem, SWPS Academica Publishing House, Warszawa 2008.
• Zacharuk T., Inclusive Education for all Students, „Masovia Education Quarterly” 2011, 1 (20).