Dlaczego dziecko z niepełnosprawnością zwykle staje się uczniem upośledzonym?
Why Does a Child with Impairment Usually Become a Disabled Learner?

Summary/Abstract: The presented study aims at the identification of these mechanisms in the area of integrated education as well as at showing possible consequencesfor educational practice and the development of disabled learners. The first is related to the biological model of disability, which is determined by the notion of physiological norm and for which organism impairment isa constitutive feature. What ranks as priority in the second standpoint arespecial educational needs treated as a derivative of functional disorders. This point of view is particularly visible in some psychological de nitionspresenting disability as individual functional disorders. The last perspective of viewing the disabled learner which is discussed here is situated in the assumptionsof constructivism. Each of the presented standpoints allows forslightly di erent handling of the disabled learner’s school problems. In thepresented article, the discussed issues are rooted in the last – constructivist approach.

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