Kształcenie na pierwszym etapie edukacyjnym jako problem pedagogiki specjalnej - wielogłos prac pedagogicznych i nauczycielskich koncepcji kształcenia z reformą w tle

Sławomira Sadowska

Abstract

The reformatory activities following the political shift in 1989 brought about new interpretation of work at the first stage of education as well as changes in the existing qualifications of teachers working in grades 1-3 in special needs education schools. The read out work standards included in the documents drawn up by the Ministry of Education stand in opposition to the attitudes expressed by scientific circles. Simultaneously the former leave a mark on the teachers conceptualization of work at the first educational stage. The conception of work in the grades 1-3 that developed on the grounds of special needs education, although its basic principles were not questioned in the post reform schools, is no longer the core of the work with pupils with disabilities- the space for the teachers activities and thinking is filled with external integration. The pedagogical view (scientific) on the process of work at the first educational stage is distinctly different to the one that is visible in the documents drawn up by the Ministry of Education, curricula, student’s books: the receptive character of the process of knowing the world and creating knowledge based on the cognition is being rejected, which forces the pupils’ cognitive work to be similar to the researcher activity.