| dc.description.abstract | 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. | en_EN |
