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Education of pupils with special
educational needs in Poland
Science and Global Education beyond the barriers of learning difficulties
2015-1-IT02-KA201-014774
Law Regulations referring to Education and
Upbringing of pupils with special educational
needs:
• The Education System Act of 7
September 1991 (with later
amendments)
• Directive of Minister of National
Education of 24 July 2015 on the
conditions referring to the
organization of education and
care provided to children and the
handicapped youth, socially
maladjusted children and those
who are at risk of social
maladjustment
Regulation of the Minister of National Education of 30 April 2013 on
the principles of providing and organizing psychological and
pedagogical support in public kindergartens, schools and institutions
Regulation of the Minister of National Education dated on 1 February
2013 on the detailed principles of public psychological-pedagogical
centres, including public specialist clinics
Regulation of the Minister of National Education of 11 October 2013 on
the organization of early support of children's development
Internet sites for teachers and
parents:
• Ministry of National Education:
http://men.gov.pl/
• Education Development Centre –
organization supporting teachers and
schools: http://www.ore.edu.pl/
Pupils with special educational needs :
Pupils who can receive a disability degree certificate,
and who have the right for special education as well as
for specially adapted methods and forms of teaching,
are children with
1.Vision impairment
2.Hearing impairment
3.Intellectual disability (IQ –below 70)
4.Physical disability, including aphasia
5.Threat of social maladjustment, social
maladjustment
6.Pervasive developmental disorders –
autism, including the Asperger Syndrome
Pupils with other special educational
needs :
Pupils who cannot receive a statement of special educational
needs, but can benefit from the adapted methods and the forms
of learning and additional classes:
1.Pupils having behavioural and emotional disorders, ADHD
2.Pupils being chronically ill and having other developmental
disorders e.g. FAS
3.Pupils with specific difficulties in reading and
writing (dyslexia, dysortography,
dysgraphia, dyscalculia)
4.Foreigners and children returning
from abroad
5.Talented pupils
6.Others – e.g. with speech
impediments
Documentation indicating forms of
support for pupils with SEN :
• a statement of special educational needs - issued by Psychological and
Pedagogical Counselling Centres (PPCC)
• opinions about the need for the psychological and pedagogical support -issued
by Psychological and Pedagogical Counselling Centres (PPCC)
• conclusions from meetings of teachers from the school / kindergarten (school
internal documents)
Psychological and Pedagogical
Counselling Centres :
• In Poland, Psychological and
Pedagogical Counselling Centres
operate as a part of the Supporting
System of Schools and Educational
Institutions. They operate on the basis
of the Education Act. There is at least
one such unit in every county).
• They employ professionals:
psychologists, educators, speech
therapists, counselors, doctorsconsultants .
Tasks of Psychological and Pedagogical
Counselling Centres and pupils with SEN:
Adjudicating teams that work in
Psychological and Pedagogical
Counselling Centres decide about
the child's eligibility for special
education on the basis of
psychological, educational
diagnosis, speech therapy records
and the analysis of medical
records, upon the request of a
parent / a legal guardian.
Where can children with disabilities be
educated:
State and public
educational
institutions
Integration units at
state and public
institutions
Rehabilitation and
educational
centres
Disabled
pupil
Special
educational
institutions
Special units at
state and public
institutions
Special
Specialschools
schools
The choice of an educational
institution :
• All the recommended types of special education are listed in the disability
certificate
• In Poland parents choose the educational institution.
State and public
educational institutions:
• The child attends a state or public institution, e.g. one's local
school and s/he can be the only pupil with disabilities in the group.
• The School is obliged to customize forms and conditions of
education.
• Since 1 January 2016, if a group is attended by a child with a
disability of autism, including Asperger's syndrome, or has a
coupled multiple disability, the Municipality will be required to
hire an additional teacher for such a pupil.
Integration classes in state and public
schools:
Integration classes
in state
and public schools
1 to 5
disabled pupils
the group may
count up
to 20 pupils
the school
must employ
an additional
supporting teacher
Integrated education:
• This kind of education has been very popular in Poland since the 1990's.
Pupils with various disabilities may attend the same group.
• Non-disabled children and pupils with disabilities learn together. The
teacher is responsible for the adaptation of curriculum.
• This form is intended to integrate disabled children with healthy ones.
Special units at state and public
schools:
• Such units can be organized for
children and youth with homogeneous
disabilities such as moderate
intellectual disabilities or autism
• The integration with healthy peers
refers to the use of a common object,
not to studying in integrated groups
• It is unpopular form of education in
Poland
Special Education:
• Special units, special schools and centres
educate children who with intellectual
disabilities or other homogeneous
disabilities (e.g. autism, vision
impairment, hearing impairment) or
coupled disabilities
• In Poland it has had a very long tradition -
since the turn of the 19th and 20th
century. – the originator of special
education was prof. Maria Grzegorzewska
Special educational centres:
• In the centres, education is organized at all
levels of education, up to the age of 24
• Students with intellectual disabilities or other
disabilities, e.g. impaired hearing or vision, can
be educated at such places
• Centres are often able to provide pupils with a
place in their dormitories, where students who
come from small towns can live during their
learning period.
Rehabilitation and educational
centres:
• These centres can teach children and
young people with multiple physical
disabilities, moderate, severe and
profound intellectual disability
• These institutions realise individual
programmes of education, rehabilitation
and upbringing developed for individual
children
• Sometimes these are boarding
institutions
Education of pupils at risk of
social maladjustment and
socially maladjusted:
• elementary schools – generally accessible
classes or integration classes
• secondary schools - generally accessible classes
or integration classes or youth sociotherapeutic
centres (boarding schools)
• for secondary school and college (high school)
students, who have come into a conflict with
the law – there are educational centres for the
youth - based on the decision of the Court
Financing sources:
• For pupils with the certificate of
disability and the statement of the
need of special education - both state
and public schools receive more
educational subsidies, the amount of
which depends on the type of
disability.
• These funds may be used to provide
additional activities – e.g.
revalidation, speech therapy, other
kind of therapy, etc., or purchasing of
appropriate teaching aids
Teachers’ qualifications:
• In the integration classes teachers
have a university degree and
specialist preparation to work, and it
is recommended (but not required)
for them to have a postgraduate
study courses in
oligophrenopedagogy
• Supporting teachers who assist in the
integration classes and in the special
educational institutions must have a
university degree in
oligophrenopedagogy or
postgraduate study courses in
oligophrenopedagogy
Professional development of teachers:
• Teachers of children with special education
needs constantly improve their
qualifications. They often hold 2-3 types of
postgraduate study certificates, e.g. In the
field of speech therapy, tyflopedagogics,
surdopedagogics, working with autistic
students.
• In addition, they constantly take part in
courses, trainings and conferences
• They also take part in meetings of Support
Groups - at schools, Psychological and
Pedagogical Counselling Centres, vocational
training centres for teachers
• These forms of education are financed both
by the communities and the teachers
themselves
Documentation of work with
disabled pupils:
• For every pupil with the certificate of
disabilities, teachers are required to
prepare and implement: an Individualized
Educational and Therapeutic Support
Programme.
• This document is prepared by
September
the 30th of the school year, it is also
evaluated twice during the school year
• Parents of the children should be
familiarized with this programme.
Methods of working with pupils with SEN:
• The choice of methods depends
on the degree of disability,
cognitive abilities, social and
communication skills of the
student, as well as his/her motor
and sensory limitations.
• In practice, a variety of methods
are used. The choice is based on
the individual analysis of the
student's capabilities, and on the
monitoring of progress.
Methods of working with pupils with SEN:
Method of Working Centres
•
It is derived from the method of individual interest centres developed in the
early 20th century by a Belgian doctor and educator Ovide Decroly.
•
Through a comprehensive teaching, it allows to combine learning activities and
revalidation.
•
The activity of the child is treated as a basic cognitive principle.
•
The child should get familiarized with the contents of the curriculum in the
most comprehensive way, which means: to observe, to compare, to draw
conclusions, to extract features, to investigate causal relations, then to collect
available materials on the issue in various ways and in different forms , to
elaborate on the issue using the chosen form of expression.
•
In the daily working centre the following
steps can be indicated:
Introductory classes,
Cognitive work - observation,
Association - Expression,
The end of the classes.
Methods of working with pupils with SEN:
Method of 18 Word Structures
• This method consists in practical learning various
words, arranged in 18 sets of exercises by children with
difficulties in developing reading and writing skills. The
order of learning the words follows the principle of
difficulty gradation, so there is a transition from the
easiest words to the most difficult ones. Each set of
exercises contains the words of a certain structure and
the words previously known.
• This method is based on the analysis of syllables and
sounds of words in connection with their spelling.
Methods of working with pupils with SEN:
The DOMAN METHOD
• In this method, it is assumed that in the
development of a healthy child there are
six key areas which are used for complete
functioning of a human being. These are:
sight, hearing, touch, movement, speech
and manual dexterity.
• The Doman method assumes early
rehabilitation of children. It is to lead to a
situation in which the undamaged part of
the brain adopts tasks of its damaged part.
Methods of working with pupils with SEN:
• Relaxation Methods - relaxation
methods are based on the
interdependence between mental
stress, muscle tension and nervous
system. They reduce the
psychophysical tension of the
organism, they prevent fatigue.
• The Schultz Autogenic training
MODIFIED BY A.POLENDER - This
training is a method of using the
influence on one's own body and
mental life. It triggers the reactions
of relaxation and concentration and
the use of auto.suggestion
Methods of working with pupils with SEN:
• ART THERAPY - is a kind of rehabilitation through
art. In art therapy, a variety of art forms are used:
music, dance, drawing and poetry. Art acts as a
secondary factor in self-realization, selfacceptance, overcoming a false image of "being
worse”, which often appears in people with
disabilities.
• Music therapy - therapy of passive character -
listening to music or of an active character – when
children become musicians themselves.
• METHOD OF TEN FINGERS PAINTING Finger
Painting - The author is R. F. Show. A child receives
a large sheet of paper and colourful paints, and
his/her task is to paint a picture. The method gives
the child complete freedom and initiative in
painting. The child paints with his/her hands and
fingers of the child.
Methods of working with pupils with SEN:
The GOOD START METHOD
•
It belongs to the methods supporting the
psychomotor development, education and
therapy involving multi-sensory learning: visual auditory - tactile - kinaesthetic – movement, and
the functions of language and executive functions.
•
Its aim is to develop speech, to prepare children to
learn how to read and write, to draw, to learn
letters and numbers.
•
The course programme includes: orientation and
housekeeping exercises, orientation in the
schemes of the body and space, language
exercises and physical exercises, physical auditory (rhythmic) exercises and physical auditory – visual exercises. While performing the
last type of exercises, children sing songs or recite
a rhyme or nursery rhymes, draw geometric
figures or write letters and numbers.
Methods of working with pupils with SEN:
Veronica Sherborne’s Method
•
Physical activities leading to knowledge of one's own body. Movements in
this category allow children to gain a gradual understanding of the
particular parts of the body, which is the key issue. The feet, knees, legs,
hips are of particular importance because they support the weight of the
body, and they are the link between man and the ground (floor). The
control over the movements of these body parts guarantee maintaining
the balance. Getting to know one’s own body and the control over its
movements lead to forming self-identity: extracting one's own "I" from the
outside "non-I".
•
Movement shaping the relationship between an individual and his/her
physical environment and other people.
Methods of working with pupils with SEN:
•
The KNILLS METHOD
•
The main objective of the Knills programme is to
base actions stimulating the child's development
on the sense of touch. The experience of physical
contact are the basis for the development of
relationships with other people and
communication between them.
•
The programme provides guidance on how to plan
and prepare the contact sessions in the best way
(by identifying the partner's needs, the division of
responsibility for the contact sessions, adjusting
these meetings to the plan of the daily rituals,
preparing the necessary equipment to conduct the
classes).
•
The session includes - rocking, waving hands,
rubbing hands, clapping, patting the head, stroking
the belly, relaxation, opening and clenching hands
etc.
Methods of working with pupils with SEN:
ALTERNATIVE COMMUNICATION METHODS
• A form of speech therapy focused on the
development of communication skills among
children and people who do not use a verbal
speech.
• Most often used for children:
-with cerebral palsy
-with autism
-intellectually disabled in a moderate or
significant way (if they have not learnt to speak)
The choice of method depends on many factors,
including the child's intellectual abilities.
Methods of working with pupils with SEN:
Alternative
communication
methods
SYSTEM OF MANUAL
SIGNS
SYSTEMS OF
GRAPHIC
SIGNS
SYSTEMS OF SPATIAL
AND TACTILE SIGNS
ALTERNATIVE
COMMUNICATION METHODS
The system of manual signs involves among others :
• MAKATON –
which combines simple gestures and pictures –
• PHONOGESTURES – which combines making conventional
gestures with one hand with loud speaking at the same time
• SIGN LANGUAGE – the message consists of manual signs, mimic
signs and movements of head or body
ALTERNATIVE
COMMUNICATION METHODS
Systems of graphic signs:
•
Pictogram - a system of pictorial characters for supporting communication. It was
developed in Sweden and introduced in Poland in the 1990's. A pictogram
represents a word or a concept, for example: boy, eat, happy. The symbol is always
white on a black square. The word is also presented as a text over the symbol. The
pictogram system includes several classes of words. The emphasis is on nouns and
verbs, but the system also includes pronouns, adjectives, numerals, conjunctions,
prepositions, exclamations and adverbs.
•
PCS - Picture Communication Symbols- each symbol graphically represents the
meaning of a word, a phrase,a sentence or salutations.
•
Bliss– a system of communicating in which words are shown in the form of pictures
and messages are based on combinations of pictures. It was developed by Charles
K. Bliss (1897-1985). The specificity and uniqueness of the system lies in the
possibility of building complete sentences.
ALTERNATIVE
COMMUNICATION METHODS
Systems of spatial and tactile signs:
• The Premack blocks of words – a language learning
system for children with learning disabilities and autistic
children. They are made of wood or plastic of different
shapes. You can manipulate, move and touch them
(especially for the blind and visually impaired children)
• The Lorm alphabet - it consists in plotting lines or
creating points on the hand. This may be the inner or
outer side. The hand may be the right one or the left
one. We write with one finger, or - if we become an
adept – with all fingers at the same time (especially for
children who are deaf or hard of hearing).
Support for small children:
Since their birth until the moment they start school,
children can take part in the early development support
activities, if they are disabled or at risk of disability based on the opinion issued by the Psychological and
Pedagogical Counselling Centre.
The early development support
activities:
• The early development support
activities are carried out in the total
number of 4 to 8 hours per month
in the form of:
• rehabilitation,
• speech therapy,
• psychological therapy
• sensory integration.
• These activities may take place at
kindergardens, Psychological and
Pedagogical Counselling Centres or
Special units.
Sick children:
Children whose health condition becomes a significant
impediment or makes it impossible for the children to attend
school may - on the basis of the decision of Psychological and
Pedagogical Counselling Centre - have individual teaching
organized at school or at home, in the form of individual lessons
with teachers in the number of 6 to 12 hours weekly (these classes
are financed by the Commune).
Thank you for your attention
This project has been funded with the support from the European
Commission.
This project or publication reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be
made of the information contained therein.
Science and Global Education beyond the barriers of learning difficulties
2015-1-IT02-KA201-014774