Abstract:

The work presents authorial educational dialogue model which derives from the philosophy of M. Buber and E. Levinas. The dialogue is not a method, neither it is a technique nor a skill. The dialogue is an act of adoption of a specific attitude towards oneself and the interlocutor. It is an act of having deep contact with oneself and the other person while maintaining personal authenticity towards the other one. Such a dialogue is like discovering humanness in both participants of the dialogue. Full mutual acceptance and mental devotion are vital in this process. It serves releasing potential in both participants and their full mutual recognition. It is discovering something new, explaining something unclear, checking something which is not certain, estimation of something unmeasured. It is an act of create a new energy which is powerful and useful. It is gaining deep understanding among a teacher and learners, and among learners themselves. It should take place in the atmosphere of mutual kindness and respect (D. Al-Khamisy, 2013:126). Such understanding of the dialogue imposes on the teacher and other learner supporting workers the necessity of togetherness in acting and in experiencing the reality. In true educational dialogue deep recognition means gathering as much information as possible about teacher’s and learner’s entities accordingly. Recognition means also seeing strong and weak points in the partner of the dialogue, it is acting together and carrying support.

Aim:
The authors of the presented material are trying to answer the question, if inclusive education - as a process of supporting a learner with hearing deficit - is in fact a meeting of people who truly support one another. It also aims at finding the answer if it is possible to use the proposed model for planning and implementation educational support in three integrated levels of the dialogue: cognition, understanding and finally – being together.

The applied research method is individual case studies, the technique is observation, interview and the analysis of documentation. Learners with hearing deficit serve as subjects of the study.

Conclusions:
The conclusion of the considerations is strong suggestion of introducing the presented model into reality. The partners of the dialogue, namely teachers with their needs and abilities as well as learners with hearing deficits pass special levels appointed by the model and they complete such tasks which allow them to participate in the process of support. It appears that it is possible to introduce the above presented dialogue among teachers and learners with hearing deficits in inclusive education. The model appears to carry universal potential in planning support of learners with a variety of disabilities.

Keywords:

Support, educational dialogue, student with hearing deficit, inclusive education.