Space and Place – Reflections in the Context of Inclusive Education

<ns3:p>The concept of space and place is currently experiencing its renaissance in the discourse of social sciences and humanities. Their understanding, interdependence, and importance for the processes of individual and social (group) development of students, especially in the social and cultural dimension of space, seem to be invaluable in planning changes in the educational space of an inclusive school. The assumption of inclusive education in Poland is education of the highest quality for all students, regardless of the resources and potentials they have. The aim of the reflection undertaken in the text is to show the theoretical foundations and justifications for recognizing the importance of place and space in building educational space in inclusive education, taking into account its relational and community character. Understanding the meaning of the concepts of space and place, conditions and regularities that are related to the location of individuals and groups in space are the basis for all activities aimed at shaping space in such a way that it enables the development of people and social groups. People value space and determine the ways in which they use it. Space determines their behavior through the quantity, quality and availability of places where they can satisfy their needs, including the need to act. However, it should be remembered that the "production" of space depends on the habitus assigned to a human being, structurally fixed in inclusion or exclusion (Löw, 2018). In this context, it seems important to reflect on increasing the role of students with developmental disorders in building a common educational space, which may indirectly change their social position.</ns3:p>