Pogranicza, peryferia i centra włączania ucznia z niepełnosprawnością w klasie ogólnodostępnej
Borderlines, peripheries and centres of inclusion in a mainstream school class

Summary/Abstract: What is focused on in this study are the processes of including disabled learners into the mainstream of regular education. The main aim is to describe the possible organizational solutions for structuring the classroom space in regard to didactic methods and the perception of the learner with disability. The thesis is put forward that classroom space is a kind of social construct, built by the teacher for fulfilling particular functions in educational and care processes. This construct is limited by the physical (permanent) arrangement of fixed elements (windows, doors, surface). The author assumes that during the classes (due to the teacher’s intensions, learners’ needs, the intended and unintended activities undertaken by all the participants of educational processes) space applies particular functions and becomes a place. These places have the form of: centres, peripheries and border areas. The discussion is conducted with references to the output of borderland sociology and intercultural education, as the author assumes that fulfilling the special educational needs of disabled learners enhances treating them as others/aliens in the context of unified activities situated in the educational mainstream.

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