Prostandardization changes in the area of inclusive education in the opinion of early school education teachers

Abstract

The article presents the opinions of early school education teachers about inclusive education and prostandardization changes that should be implemented in its area. This research presents an image of inclusive education, seen by teachers working in grades 1-3 in public schools. It is also its assessment: indicating by teachers, from their perspective, the positive and negative sides of this form of education. Opinions expressed by the surveyed teachers constitute their voice in the ongoing discussion on teaching children with different needs and cognitive possibilities in public school space.