Włączająca edukacja przedszkolna – założenia teoretyczne a perspektywa praktyczna Przedszkola Miejskiego nr 152 w Łodzi
Inclusive Pre-School Education – Theoretical Assumptions and the Practical Perspective of Municipal Kindergarten No. 152 in Łódź

Summary/Abstract: The aim of the article is to analyse the theoretical assumptions of inclusive education in the context of changes to the educational policies in Poland and beyond. In the first part of the article, the authors present the problem of the changes to teaching children with special educational needs from a segregation approach to an inclusive approach. Then they briefly describe one of the first projects supporting schools in preparing and implementing inclusive education in Poland. In the next part of the article, the authors present the experience of inclusive education implemented in a public preschool in Łódź in the context of organisational and methodological changes, working with parents and the social environment. The presented areas of activities include the good practices, which are the basis for including all children (including children with special educational needs) in the peer group. The article ends with a reflection on the need for the continuity of activities that are the basis for preparing all pre-school education facilities for the concept of inclusion.

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