Nauczyciel wspomagający w kształceniu integracyjnym i inkluzyjnym – rola, zadania, dyspozycje osobowościowe

Abstract

The regulation from 7th September 1991 introduced new possibilities and forms to educate pupils of special needs. As an effect, many new forms of integrated teaching are possible. Among them “inclusive” education, which development one could perceive as satisfactory. With hope, however also with anxiety we observe slow advancement of integration, which leads to normalization of every disabled pupil’s life. Mentioned process triggers public discussion around responsible integration at school. Key role in this continually changing project to educate disabled is played by teacher themselves. Among them, the most important in the inclusive and integrated teaching are supporting teachers. According to Education Department in school year 2009/2010 in integrating institutions worked 6954 supporting teachers. These are teachers essentially prepared for this kind of work during their postgraduate studies, particularly oligophrenoeducators. The support teacher, similarly to any other special teacher should be prepared to take a role of defender of disabled people, to be their law spokesman.