INTEGRATION IS NOT ONLY AN INTEGRATED SCHOOL
This article attempts to highlight the significance of personalized integration measures aimed at supporting a child diagnosed with autism. The first part of the article contains a brief analyse of the concept of inclusive education, with most attention given to the aim of integrating. The main and empirical part consist of a report of an assistant teacher on progress of a pupil diagnosed with autism attending the secondary school in Łomianki. Systematic observation of the boy, supporting his development from the early childhood, and above all cooperation of the parents, therapists and people of good will were crucial factors of reaching both integrating and inclusive effect.