Różnice indywidualne a ograniczenia rozwoju związane z funkcjonowaniem szkoły - implikacje dla psychologicznego kształcenia nauczycieli
xmlui.dri2xhtml.METS-1.0.item-citation: Annales Academiae Paedagogicae Cracoviensis. 14, Studia Psychologica 1 (2003), s. -37
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The paper presents challenges for school environment connected with development of creative attitudes in educational process through influence on teachers personal and interpersonal features determined co-operation with pupils, their parents and other teachers in school. Because of over-institutionalization children’s life at school, some pupils can experience negative changes of personality development as a result of poor adjustment of school environment to their individual needs and a result of a special logic in agreement with that causes of male-adjustment are sought in individual features of children and their background but not in features of school environment. These issues are discussed with reference to mainstreaming system of education which is more and more popular in Poland. Children with typical and atypical development in this system can play and learn together in local nurseries, primary and secondary schools, independently on their levels of physical and psychical skills, to respect connection of children with atypical development to general society and to giving a chance for typically developing children of learning a tolerance for differences of reaction of atypically developing children and recognising not only weak but also strong features of their personalities.