Both an able bodied student and his disabled peer reveals as an integral and unique
individual with a fixed development potential. The development itself is a complex,
multi-aspect and long term process which means that it is not easy to be defined in
a straightforward way. Regardless of assumptions made about educational solutions,
which further assume complete inclusion of students with disabilities or co-existence
of special needs education, there is a demand towards individuality of education,
which determines such an approach towards the student so that previously chosen
carrier path could be potentially relevant to his individual needs. The article presents
a complexity while supporting disabled students in their school education and it is
aimed is to establish, based on the interviews with teachers employed at schools with
integrated classes, the nature and basic forms of actions undertaken in the area of
supporting general growth of disabled students and oriented towards their versatile
development.
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