Wspomaganie uczniów z zaburzeniami mowy, języka i komunikacji w edukacji włączającej

Abstract

Students’ speech, language and communication disorders can occur as the main or only developmental problem or they can also be linked to other special educational needs. The educational law associates the former with the need for psychological and pedagogical services resulting from language competence deficits and disorders. The latter includes other difficulties, for example, most disabilities. Compensating for speech, language and communication problems is a major challenge for the education system, especially for pre-schools and public schools implementing inclusive education programmes. They can help children and pupils with these problems mainly through individual rehabilitation and speech therapy classes. However, it is difficult to identify the individuals requiring assistance, as well as to provide detailed diagnoses and design the support. This article aims to provide more information about these issues and to outline the broader educational context for the other articles in this issue of the journal.