Disability, Issue 29 (2018), 2018, pp. 9 - 27
https://doi.org/10.4467/25439561.NP.18.001.9839Disability, Issue 29 (2018), 2018, pp. 28 - 42
https://doi.org/10.4467/25439561.NP.18.002.9840Disability, Issue 29 (2018), 2018, pp. 43 - 65
https://doi.org/10.4467/25439561.NP.18.003.9841Disability, Issue 29 (2018), 2018, pp. 66 - 86
https://doi.org/10.4467/25439561.NP.18.004.9842Disability, Issue 29 (2018), 2018, pp. 87 - 99
https://doi.org/10.4467/25439561.NP.18.005.9843Disability, Issue 29 (2018), 2018, pp. 100 - 114
https://doi.org/10.4467/25439561.NP.18.006.9844Disability, Issue 29 (2018), 2018, pp. 115 - 131
https://doi.org/10.4467/25439561.NP.18.007.9845Disability, Issue 29 (2018), 2018, pp. 132 - 147
https://doi.org/10.4467/25439561.NP.18.008.9846Disability, Issue 29 (2018), 2018, pp. 148 - 166
https://doi.org/10.4467/25439561.NP.18.009.9847Disability, Issue 29 (2018), 2018, pp. 167 - 183
https://doi.org/10.4467/25439561.NP.18.010.9848Disability, Issue 29 (2018), 2018, pp. 184 - 200
https://doi.org/10.4467/25439561.NP.18.011.9849Słowa kluczowe: Social Role Valorization, inclusive education, social roles, devaluation, integrative education, social integration, persons with disabilities, effectiveness of integration, education, inclusion, inclusive education, educational space, special educational needs, mainstream school, special education professionals, support for teachers, relationship, supporting teacher, general teacher, inclusive education, integrative school, pupils with special educational needs, peer relationships, integration class, sociometric position, disability, diagnosis, scientific knowledge, helping, central auditory processing disorders, school/educational practice, auditory attention, test of auditory attention, the Tomatis method, visual impairment, blindness, low vision, education, special educational needs, chess, cognitive development, children with a risk school failure, middle school exam, teacher, mild intellectual disability, educational reform