Edukacja włączająca w opiniach i ocenach nauczycieli – doniesienia z badań

Abstract

Implementation of inclusive education requires appropriate awareness on the part of teachers and their proper training. The rationale behind the research conducted among teachers was the importance of their opinions and assessments for the process of teaching, tutoring and supporting students and strengthening the effects of these processes as well as shaping positive social attitudes towards education of persons with special educational needs (SEN). The aim of the research was to examine teachers’ opinions and assessment of inclusive education (also measures undertaken by the Ministry of National Education) and to identify the needs regarding support for teachers in this area. The research was of a diagnostic type; a diagnostic survey was used and an original questionnaire was devised for the purpose. The research involved 112 teachers from the Silesian Voivodeship. This paper presents the results of the aforementioned survey. The conclusions drawn based on the conducted research are as follows: • inclusive education was evaluated positively; what was emphasized was the social aspect and benefits for the student with SEN, • problems and difficulties of inclusive education related to organisational deficiencies, failure to adjust requirements to the needs of students with special educational needs and failure to prepare teachers for inclusive education were identified, • problems related to the lack of acceptance of pupils with SEN by non-disabled peers and the negative attitude to inclusive education shown by parents of pupils with SEN were mentioned, • traditions concerning the way students with disabilities are educated in Polish schools were recognised as not insignificant, • the need for further training of teachers, cooperation with parents and their pedagogisation were stressed while a competent supporting teacher was most often mentioned as a form of support for teachers in inclusive education, • preparation of standards for diagnosing development needs, educational requirements and diagnostic tools, as well as development of a new model of education for students with SEN were acknowledged as the most important activities to be undertaken by the Ministry of National Education.