Abstract
Inclusive education aims to include students with special educational needs (SEN) in mainstream education, providing an alternative to integration education and special education in Poland. It includes the education of students with both positive and negative deviations with different characteristics, e.g. disabilities, adaptation difficulties, e.g. migrants. Parents play an important role in the educational process of this group and, therefore, the interaction of the school with the family of the students with SEN is indispensable.
The present paper addresses the problems and challenges of inclusive education in the age of migration, related to the interaction of the primary school with the family of the student with SEN, especially with the parents of students with the decisions about the need for special education. The research looked at the determinants of the interaction process such as the behavior of parents of students with SEN towards teachers. The results of the study showed the occurrence of negative behaviors that determine the course of the interaction process.
Publisher
Uniwersytet Kardynala Stefana Wyszynskiego
Reference8 articles.
1. Apanel D. (2017). Teoria i praktyka kształcenia integracyjnego, osób z niepełnosprawnością w Polsce w latach 1989-2014. Kraków: Oficyna Wydawnicza „Impuls”.
2. Chambers D. & Chris F. (2021). An historical Review from Exclusion to Inclusion in Western Australia. “Education sciences”, no. 11(3).
3. Chrzanowska I. (2019). Nauczyciele o szansach i barierach edukacji włączającej. Warszawa: Wydawnictwo Naukowe PWN.
4. Paseka A. & Schwab S. (2019). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. “European Journal of Special Needs Education”, no. 35. DOI:10.1080/08856257.2019.1665232.
5. Plichta P. et al. (2017). Specjalne potrzeby edukacyjne uczniów z niepełnosprawnościami. Charakterystyka, specyfika edukacji i wsparcie. Kraków: Oficyna Wydawnicza „Impuls”.