@article{924b0718-5058-41c9-acff-f33b6a829b6c,
author = {Edyta Nieduziak},
title = {Place of special education in teachers’ training: expectations, opportunities, opinions – the context of legislation acts and school reality},
journal = {Disability},
volume = {2017},
number = {Issue 27 (2017)},
year = {2017},
issn = {2080-9476},
pages = {210-221},keywords = {inclusive education; teachers; pupils with disabilities; teachers of inclusive education; special education},
abstract = {paper presents study of preparing teachers of generally available schools for the inclusive education. It presents legal conditions and compares them with researches amongst teachers – the post-graduate education’s students of the special education and amongst students of nonpedagogic faculty, preparing to the work as teachers. The purpose of research was to know: declared motivations for entertaining the postgraduate study or the teaching education, the opinion on the study of the special education, preferred form of education for students with disabilities. The author used the diagnostic survey, technique of the questionnaire form. Results show that the attitude towards forms of education of pupils with disability can correlate not only with preparing teachers, but also with their motivation to the work with disabled persons. Teachers prefer current, segregation forms of education of pupils with disability. Students have a courage of the work in nonsegregation educational system. They don’t still know the reality of the work as  teachers but they have positive experiences of being pupils of integration classes. Students more willingly study in the special needs education. Teachers aren’t willing for changes disabled pupils require which, but they are motivated by anxiety of loss of the work.},
doi = {10.4467/25439561.NP.17.049.8124},
url = {https://ejournals.eu/en/journal/niepelnosprawnosc/article/miejsce-pedagogiki-specjalnej-w-ksztalceniu-nauczycieli-oczekiwania-mozliwosci-opinie-kontekst-wymagan-prawych-i-rzeczywistosci-szkolnej}
}