Wsparcie uczniów z niepełnosprawnością intelektualną w edukacji włączającej – wybrane obszary analizy z perspektywy koncepcji Roberta Schalocka
Supporting Students With Intellectual Disabilities in Inclusive Education – Selected Areas of Analysis From the Perspective of Robert Schalock’s Concepts

Summary/Abstract: The article deals with the paradigm of supporting students with a milder intellectual disability from the perspective of Robert Schalock and his colleagues. Support in this concept is a prerequisite for optimizing the biopsychosocial development of a student with intellectual disability. It refers to diagnosis and services based on individual needs, not the matching of a student with an intellectual disability to existing classifications and rigid forms of education and therapy. In Poland, the knowledge on the above subject is not satisfactory. There are no analyzes carried out from the perspective of the new approach to the issue of support discussed above. There is also a lack of research on the subjective assessment of the support provided, especially in the area of inclusive education, as well as including students with intellectual disabilities themselves in the diagnosis stage and developing individual support plans for them in the inclusive education.

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