FUNKCJONOWANIE PEDAGOGA SPECJALNEGO W ROLI NOWEGO SPECJALISTY W PUBLICZNYCH PRZEDSZKOLACH, SZKOŁACH I PLACÓWKACH - Z PERSPEKTYWY 3-LETNICH DOŚWIADCZEŃ NAUCZYCIELI
THE ROLE OF SPECIAL EDUCATORS AS NEW SPECIALISTS IN PUBLIC PRESCHOOLS, SCHOOLS, AND INSTITUTIONS - FROM THE PERSPECTIVE OF TEACHERS WITH THREE YEARS OF EXPERIENCE

Summary/Abstract: For three years now, special educators have been among the specialists employed in public education in Poland. This relatively new position has emerged mainly in response to the needs of educational institutions resulting from a significant increase in the number of children and young people with special educational needs in mainstream education. The aim of the research was to characterize the performance of tasks by special educators in mainstream education from the perspective of three years of experience of other teachers. The study covered 131 teachers employed in mainstream kindergartens, primary schools, and secondary schools. A questionnaire consisting of 30 questions was used to collect empirical data. The results of the study indicate that special educators in mainstream schools are perceived by teachers as specialists who are indispensable in contemporary education, which is increasingly becoming inclusive.

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