The recommendiations for inclusive education with reference to educational dialogue

The presented material is going to be focused on educationally vital areas in the reality of Polish inclusive education. Particular importance is attributed to the benchmarks of special needs education which are regarded here as guiding conceptions for the policy and practice in education. The author is trying to express the importance of coherence and harmony among basic areas of such a broad notion as educational system. Educational policy influences educational process, which – accordingly – determines all its cognitive, social and emotional effects. Integration and harmony of these areas constitute basic conditions for the expected ideal model of inclusive education – being pursued in School for Everybody. Simultaneously, the recommendations of the Ministry of National Education for inclusive education in Poland were put under analysis. The conclusion of present considerations is suggestion of giving more attention, understanding and – finally – introduction of educational dialogue into inclusive education – the idea, which has not been regarded prime so far. The problematic aspect of educational dialogue is lack of instructions or frames of meaning which could be easily conveyed and implemented at schools. It is neither a technique, nor didactical nor educational method. Therefore, the author is not presenting it as one of teachers’ methods but trying to deliver it as a basic notion worth considering for general educational sense. Such a broad conceptualization of the educational dialogue enables it to become a fundamental guideline defining the way of thinking about education, a kind of “way of being of both parties of educational process, enabling deep and full understanding of others and of oneself”.