Teoria i praktyka edukacji inkluzyjnej uczniów zdolnych
Theory and Practice of Inclusive Education of Gifted Students

Summary/Abstract: The approach that is currently dominant in the theory and practice of educating gifted and talented students is to educate all students together, regardless of their potentials. Diverse classrooms should reflect the structure and characteristics of increasingly heterogeneous societies. The article discusses the changes occurring in the pedagogy of abilities that led to the formation of the inclusive paradigm. However, teachers’ opinions regarding the grouping of students by ability are mixed. Empirical research shows that the lower the effectiveness and level of general education in schools, the higher the approval for pedagogical selection. This regularity was confirmed in international comparative studies conducted among teachers in six European countries (N=630). Teachers from Poland are opposed to educating gifted students in special classes or schools at a level significantly higher than the respondents from Slovakia, Ukraine, Belarus, Bulgaria and Romania.

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