Współczesne modele integracji szkolnej dzieci niepełnosprawnych
xmlui.dri2xhtml.METS-1.0.item-citation: Annales Academiae Paedagogicae Cracoviensis. 14, Studia Psychologica 1 (2003), s. -78
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The process of education and revalidation of children presenting health and developmental disorders is so specific and diversified, that it is impossible to perform it by means of one method implemented in the structure of educational system. For most disabled children, the most suitable method meeting their individual psychological and educational needs, is integrated education. Since 1989, thanks to efforts of the Educational Association STO, many attempts have been made to work out suitable solutions. Polish experience with integrated education of disabled children is rather limited, mainly due to lack of proper conditions and financial means for realisation of this form of education. Before we are able to form a coherent yet flexible model of integration, which would meet needs of disabled pupils and their able-bodied class mates, we would like to look more thoroughly at forms of education of disabled children in different countries. Learning from experience of others will help us not invent things that are already done, and to adjust our expectations and organisational activities to our real possibilities and means that we have at our disposal at the beginning of realisation of a new reform of education. In this article we would like to discuss similarities and differences between various, models of education of disabled children.