PARADYGMATY PEDAGOGIKI W OFICJALNYM DYSKURSIE PEDAGOGICZNYM JAKO NARZĘDZIU POLITYKI EDUKACYJNEJ
THE PEDAGOGIC PARADIGMS IN OFFICIAL PEDAGOGICAL DISCOURSE AS A DEVICE OF EDUCATIONAL POLICY

Summary/Abstract: Nowadays, the quality of our educational policy for students with special needs is unsufficient. The goal of the article is to show possible dependencies between the language used in the contemporary official pedagogical discourse (educational policy tool) and the way in which students with special educational needs are perceived. On the basis of critical analysis of the provisions of selected educational law acts, I will show that these acts are dominated by descriptions which are characteristic for the biological paradigm of disability perception and which could imply negative stereotypes and stigmatization of students with special needs.

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