Abstract:

Integrated classes can follow the curriculum designed for mainstream schools while applying the methods and techniques available in special schools. This solution makes it possible for students with different educational needs to learn in these classes. The aim of the study was to identify parents' views on the benefits of their non-disabled child functioning at a younger school age in an integrated class. The study revealed that the vast majority of parents perceive the benefits of their non-disabled child functioning in an integrated class. In addition, two thirds of parents believe that their children's stay in an integrated class has a positive impact on their social development. Nearly half of the parents point to the benefits of their child's functioning in an integrated class for their child's emotional development. Parents, very much appreciated the cooperation with the support teacher and the cooperation with the class teacher. Although, this question was only answered by one in three parents surveyed. Although the parents' statements paint a positive picture of the functioning of a non-disabled child in an integrated class, deeper reflection on their statements reveals a way of organising education in an integrated class that is oriented towards a normative approach, i.e. one that is derived from what is enshrined in formal legal acts such as regulations, orders and guidelines.