Inclusive Education (Not) for All. Institutionalization of Social and Educational Problems of Children and Adolescents

Introduction: In recent years, inclusive education has become the main direction of education policy. It was intended to guarantee pupils with special educational needs, including maladjusted students and pupils at risk of social maladjustment, the opportunity to function fully in a school community, reducing the use of segregation-based and special solutions. Research Aim: The aim of the study was to determine whether implementation of inclusive education actually contributes to the integration of maladjusted students and those at risk of social maladjustment into mainstream education. Process tracking method was used in the analysis. Evidence-based Facts: Despite the demographic decline and a decrease in the total number of pupils with special educational needs statement, there was an increase in the number of children and adolescents placed in social rehabilitation and social therapy centres. Summary: The hypothesis that these changes are the result of the implementation of inclusive education was not supported. At the same time, the rival hypothesis assuming that the changes are the result of the progressive medicalisation of social problems and school failure, which promotes the use of special solutions, was not refuted.