Życie zawodowe w remoncie – nauczycielskie wyzwania w edukacji włączającej

In the recent years the so called inclusive model of education has been implemented into Polish educational reality. Being one of numerous changes that Polish school is presently experiencing (and becoming, therefore, a constant ‘renovation site’), it largely affects the teachers’ professional lives. The challenges that occur for teachers in this context motivate them to transform the current, often convenient, paths followed by them in terms of pedagogical theory and practice. The research conclusions presented in the article, concerning the teachers' actual beliefs about an inclusive education, are an attempt to answer the question, in what ways a teacher can become a driver of educational inclusion and its active co-author, instead of being just a drifting and passive implementer of the recommendations developed by the education reform decision-makers. Hence, whether an inclusive model of education has a chance to take root in the Polish educational reality, in which the teacher should play a crucial role.