Poziom przygotowania nauczycieli języka obcego do pracy z uczniami o specjalnych potrzebach edukacyjnych – założenia a rzeczywistość
The level of the preparedness of foreign language teachers to work with students with special educational needs – assumptions and facts

Summary/Abstract: One of the assumptions of the educational reform introduced in 2004 was social integration, which was supposed to have been facilitated by opening mainstream schools to students with disabilities and special educational needs. The article attempts to determine the level of implementation of the inclusion concept in Polish schools using the example of foreign language teaching more than 10 years after the reform was introduced. The paper also aims at presenting problems related to the process of inclusion. In the first part, some fundamental terms are explained, namely, inclusive education, the premises of effective inclusion, as well as special educational needs. The second part contains a description of a survey and the presentation of its results. The findings show that the lack of systemic vision, insufficient organization and facilities as well as lack of environmental cooperation are key issues which hinder effective inclusion.

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