teacher of widely accessible school; disabled learner; educational inclusion; reform of the educational system
Chowanna, 2013, t. 2, s. 263-273
The presented study aims at tracing the changes in the awareness of teachers
from widely accessible primary schools concerning their preparation for work with
the disabled learner as well as the changes in the field of their training for work with
this group of learners. The data was collected in longitudinal studies conducted in there
stages: the first in the 1999/2000 school year, the second in 2004/2005, and the third in
2009/2010. The research results were viewed in the context of cultural, social, economic
and legal transformations of the first decade of the 21st century.
The text consists of three parts. The first focuses on the reform (in progress) of the
educational system for learners with special educational need. The essence of the second
part is the presentation of the collected data and an attempt at interpreting them. The
whole is completed by a final conclusion.