Reformatorskie działania w edukacji wczesnoszkolnej uczniów z niepełnosprawnością – „druzgocące fakty dokonane” czy postęp?
Reforming actions in early childhood education of pupils with disabilities – “devastating facts made” or progress?

Summary/Abstract: Reforming actions after the political change in 1989 brought new interpretations of work to the firststage of education and changes in the existing qualifications of teachers working in grades I–III ofspecial schools. The read standards of work from the field of documents from the Ministry of Educationstand in opposition to the expanse of positions expressed by scientific circles, while the firstones imprint their explicit stigma on the teacher conceptualizations of work in the first educationalstage. The concept of work in classes I–III, developed on the basis of special pedagogy, despite thefact that the reformed school did not question its basic assumptions, is no longer an axis of thoughtin working with pupils with disabilities.

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