Nonformal Education of Children with Special Needs from Inclusive Perspective

Participation in nonformal education positively influences individual’s health and is dependent on individual and environmental factors. The International Classification of Functioning, Disability and Health (WHO, ICF: CY) in particular emphasises the social meaning of participa on of pupils with special needs. The effective participation of pupils with special needs in inclusive setting is complicated by barriers of organisations and actors of nonformal education that is consequently reflected in the quality of social interactions among pupils. Pupils of special schools are in a specific situation, because nonformal inclusive education is for them the primary source of social interactions with non-disabled peers in an institutionalised setting. The aim of the study is to reflect on the social aspects of participation of pupils with special needs in the conditions of nonformal inclusive education on the basis of the available research studies, more specifically the social position of a child with special needs and the nature of mutual social interactions among participants.