https://doi.org/10.31261/CHOWANNA.2013.41.21
The presented study aims at tracing the changes in the awareness of teachers from widely accessible primary schools concerning their preparation for work with the disabled learner as well as the changes in the field of their training for work with this group of learners. The data was collected in longitudinal studies conducted in there stages: the first in the 1999/2000 school year, the second in 2004/2005, and the third in 2009/2010. The research results were viewed in the context of cultural, social, economic and legal transformations of the first decade of the 21st century. The text consists of three parts. The first focuses on the reform (in progress) of the educational system for learners with special educational need. The essence of the second part is the presentation of the collected data and an attempt at interpreting them. The whole is completed by a final conclusion.
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No. 2 (41) (2013)
Published: 2025-08-29
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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