Teoria i praktyka edukacji inkluzyjnej uczniów zdolnych
DOI:
https://doi.org/10.18778/2450-4491.16.04Słowa kluczowe:
kształcenie uczniów zdolnych, postawy nauczycieli, edukacja inkluzyjnaAbstrakt
Dominujące obecnie w teorii i praktyce edukacji uczniów zdolnych i utalentowanych podejście zakłada wspólne kształcenie wszystkich uczniów, niezależnie od ich potencjałów. Zróżnicowane klasy szkolne powinny odzwierciedlać strukturę i cechy coraz bardziej heterogenicznych społeczeństw. W artykule przedstawiono zmiany w pedagogice zdolności, które doprowadziły do ukształtowania się w niej paradygmatu inkluzyjnego. Opinie nauczycieli wobec grupowania uczniów według zdolności są jednak niejednorodne. Z badań empirycznych wynika, że aprobata dla doboru pedagogicznego wzrasta, im niższa jest efektywność i poziom kształcenia ogólnego w szkołach. Ta prawidłowość znalazła potwierdzenie w międzynarodowych badaniach porównawczych, jakie przeprowadzono wśród nauczycieli w sześciu krajach Europy (N=630). Nauczyciele z Polski, na poziomie istotnie wyższym niż respondenci ze Słowacji, Ukrainy, Białorusi, Bułgarii i Rumunii, przeciwni są kształceniu uczniów zdolnych w specjalnych klasach lub szkołach.
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