Orzekanie o potrzebie kształcenia specjalnego – element (nie)zbędny w edukacji włączającej
Determining the Need for Special Education – an (Un)necessary (Un)necessary Element in Inclusive Education

Summary/Abstract: RESEARCH OBJECTIVE: Showing the positive and negative aspects of determining the need for special education in the context of inclusive education. THE RESEARCH PROBLEM AND METHODS: Research questions: How has the system of de- termining the need for special education changed over time? What support functions and what risk factors can be associated with determining the need for special education? Does the current system of assessing the need for special education meet the assumptions of inclusion? The method of analysis of scientific literature and educational law provisions was used, as well as the selection and reconstruction of content. THE PROCESS OF ARGUMENTATION: The argument begins with an introduction showing the changes taking place in determining the need for special education. Next, the functions and risk factors of this process and the trends of changes reported by entities involved in the course of education were discussed. The final part includes questions that open up space for reflection. RESEARCH RESULTS: Showing the complexity and ambiguity of the process of determining the need for special education and the discrepancy between this process and the assumptions of inclusive education. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: The an- alyzes imply consideration of necessary changes to reduce the perceived dissonance between the process of determining the need for special education and the idea of inclusion, which is the foun- dation of the “Education for All” model. However, it is important that the proposed changes takeinto account the transformations taking place in the educational process and do not lose the per- spective of the individual needs of the student.

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