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1 Interdyscyplinarne Konteksty Pedagogiki Specjalnej

1 2019

1 PACHOWICZ M.

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(Non)integrated culture in Polonia Maior elementary schools – from the perspective of the teachers of integrated classrooms

100%

PACHOWICZ M.

2019

nr 25

177-196

Matylda Pachowicz, (Non)integrated culture in Polonia Maior elementary schools – from the perspective of the teachers of integrated classrooms. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 177-196. Adam MickiewiczUniversity Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.08 The Activities of Polish educational authorities are aimed at eliminating special education in Poland, for the development of integrated and inclusive education, following a model of certain European Union countries. Due to the new trends, the demand for special pedagogues in mainstream schools is increasing. Thus, the nature of both mainstream schools and mainstream pre-schools, as well as, special education establishments, is changing. Education of children with various types of development disorders has become a general educational problem. Not only does a narrow group of specialists deal with it, but it has also resulted in a change within the educational culture of Polish schools. In regard to the above, the school’s culture towards the Different, can be either pro-integrated or anti-integrated. A very important role, in the process of shaping a specific school culture, is played by teachers, their motivation to work, their professional preparation and the way they perceive the development of students with disorders.