Kościółek, Maria2022-12-132022-12-132005Polonia Sacra, 2005, R. 9 (27), Nr. 16 (60), s. 47-64.1428-5673http://theo-logos.pl/xmlui/handle/123456789/2215Axiological and teleological changes which are taking place in pedagogical sciences at present are reflected also in special education area. According to W. Dykcik, “the aim of work with an intellectually disabled student is the creation of a specified world of values and attitudes, orientations and life goals of every person such as: to be, to have, to want, to work, to live together” In practice this aim can be reached by aiming the upbringing and education of an intellectually disabled student towards values by making it possible for him or her to meet values, experience values and introduce them in everyday life. According to psychologists and special pedagogues, it is very important for the intellectually challenged to accept a system of moral and social values which is commonly accepted by people as this is the basis of personal development and proper course of social interactions' process. Preparing a disabled person to life one takes into consideration also the shaping of emotional sensitivity and other skills that have effect on better social functioning of disabled students. Such functioning shall in turn be the indication of the degree of their social adaptation, acceptance and adaptation in society.plAttribution-NonCommercial-NoDerivs 3.0 Polandhttp://creativecommons.org/licenses/by-nc-nd/3.0/pl/niepełnosprawnośćniepełnosprawność intelektualnaoligofreniawartościmoralnośćspołeczeństwobadaniafunkcjonowanie psychospołeczneotoczenie społecznedyspozycje społeczno-moralnewrażliwośćwrażliwość moralnaedukacja aksjologicznawrażliwość emocjonalnaempatiawychowanie religijnedisabilityintellectual disabilityoligophreniavaluesmoralitysocietyresearchsensitivitymoral sensitivityemotional sensitivityempathyreligious upbringingetykaethicswychowanieupbringingArticle