The Blessing of The Good Old Special School in Terms of Mandatory Education of Pupils with Disabilities – The Tension Between the Idea of Integration and Reality

Abstract

Since the 90s of the 20th century we can observe the expansion of opening spaces in public schools for pupils with disabilities. The ongoing discourse about the non-segregation education is increasingly reinforcing the negative belief about the importance of traditional forms of education. In this context the article considers the value of special schools. The direction of the conducted analyses is focused on intensifying the reflection on what is political, what is possible, and what is everyday in the school’s reality. The starting point of
the analyses was the look at the typical educational paths of pupils with disabilities which clearly present the phenomenon of “expulsion” or “returns” from integration. In the next passage, in reference to the variety of research, the article shows the experience of pupils with disabilities in non-segregation forms and the importance of special schools in building/ rebuilding their sense of competence, self-esteem, and good relations with teachers and peers. The experiences of public and integration schools are a testimony to the fact that hidden patterns of the schools’ culture are often in conflict with the patterns of overt culture.