Aggressive behaviour of students with SEN is a real challenge for teachers who follow the principles of inclusive education. A superficial judgement of such incidents by the society is easily disseminated, and weakens the teacher’s sense of competence and professional prestige. This article presents the results of a qualitative analysis of teachers’ statements regarding their effective and ineffective ad hoc interventions conducted against outbreaks of impulsive aggression of students with SEN.

In inclusive education, teachers work with all students, including those exhibiting aggressive behaviors. Today, many teachers struggle with challenging student behavior. The study aims to examine (1) aggressive behaviors in students with SPE – a source of teacher frustration in inclusive education, (2) the consequences of these behaviors triggering fears in teachers, and (3) the relationship between teacher seniority and likely consequences as per objective 2. The survey was conducted among 188 teachers. The data were analyzed using descriptive and correlational approaches. We determined that (1) the main source of teacher frustration is the physical aggression displayed by students with ASD, ADHD, ODD and CD; (2) the fear students with SEN may hurt other students is prominent amongst teachers, with a linear correlation between predictable consequences, where the strongest links appear between prediction of conflict in a classroom and the accusation of incompetence levelled at teachers by parents of students with SEN and between the fear of losing self-control and disapproval by superiors; (3) no significant relationship exists between the seniority of teachers and their perception of the sources of frustrations and fears. Against the background of the results, we formulated recommendations on inclusive education training for teachers.

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The author attempted to analyse the state of research on the Theory of Mind and its deficit in people with Autistic Spectrum Disorders (ASD), especially those with Asperger Syndrome (AS). This analysis also searched for connections between the Theory of Mind and expectations which set the rules of social interdependence. In the aspect of the analysed research, it can be concluded that the Theory of Mind is connected – through a common expectation of empathy – with the need and the rules of acceptance and respect. The biologically conditioned deficit of the Theory of Mind of people with ASD causes a high risk of rejecting these people because they do not meet social expectations.

The purpose of the research as presented by us in this article, was to determine the aims with which teachers from various types of schools and of varied professional experience develop normative definitions of inclusive education. We paved the way to formulate these aims in the research tool with the analysis of literature on the subject, demonstrating three main trends in defining inclusive education. One hundred and eighty-eight teachers were surveyed, providing answers to the following research questions: 1/ domination of aims in definitions being developed and 2/ their correlations with professional experience and place of employment. We subjected them to a quantitative and correlational analysis. As a result, we determined that the aims related to meeting the needs of students with developmental disorders and those at risk of educational exclusion amongst the teacher definitions of inclusive education are dominant. In fact, the aims of the "every school for every student" idea of optimal inclusion are virtually missing. We determined that Przeglad badan nr 29.indb 75 22.11.2019 08:51:44in the subject group, the type of school, teacher employment as well as their professional experience is related to the definition being developed.