Strategie nominacyjne i narracyjne jako świadectwo zachowań etycznych w dyskursie związanym z organizowaniem edukacji osób z niepełnosprawnościami
Nomination and Narrative Strategies as a Testimony to Ethical Behaviors in the Discourse Related to Organizing the Education of People With Disabilities

Summary/Abstract: This article attempts to describe linguistic elements, in their ethical aspect, present in the public discourse on individual education of students with disabilities.Within the analyzed discourse, we are primarily interested in the nomination strategies of people with disabilities and their care-takers and narrative strategies related to people with disabilities, bipolarly stretched between lexes inclusion – exclusion and referring to the participants of the discourse: the Ministry of National Education, the school and the principal and teachers representing it, as well as parents and children. Nomination elements with attributes defining children and youth with disabilities play the role of periphasis with a euphemistic function, they are, in terms of meaning, an attempt to escape social stigmatization. In turn, predictive and narrative strategies clearly appear as a tool to control responsibility for the educational process.

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