Multidimensional Aspects of Functioning and Support for Students with Disabilities – Social Contexts

The aim of the article is to present a comprehensive approach to supporting students with disabilities in the conditions of inclusive education in primary school. The legal and theoretical framework defining inclusive education is presented, taking into account both national regulations (including the Education System Act, MEN regulations) and international UNESCO and OECD guidelines. It is emphasized that inclusive education is not only the presence of a student with a disability in a mainstream class, but also providing them with appropriate conditions for functioning and development. The article analyzes the importance of infrastructure and adaptation of the school space (architecture, assistive technologies, therapy rooms), the role of teaching staff and an interdisciplinary team of specialists (psychologist, speech therapist, educational therapist), the process of diagnosing and implementing IETP, as well as the mechanisms of psychosocial integration and cooperation with the family and the extracurricular environment. It was pointed out that the key factor in the success of inclusive education is the systematic monitoring and modification of support, which allows for an adequate response to the changing needs of the student.