Functional Diagnosis as a Strategy for Implementing Inclusive Education in Poland1

Abstract

<jats:p>ABSTRACT: The 25th anniversary of the Salamanca Statement is a good opportunity to summarize to what extent the challenges described in it have been implemented by the signatory countries, all of which are members of UNESCO. This article presents a balance of achievements in implementing inclusive education in Poland, as well as a catalog of challenges for the future. Although the commitments to provide inclusive education for children and young people with special educational needs (SEN) arise from the UN Convention on the Rights of the Child (1989) and the Convention on the Rights of Persons with Disabilities (2006), which have both been ratified by Poland, systematic work on the implementation began only in 2010. The key measure was the Regulation of the Ministry of National Education on the principles of planning and organization of psychological and pedagogical support for pupils with SEN. Currently, in cooperation with the European Agency for Special Needs and Inclusive Education intensive work is underway to create a coherent system for recognizing the needs and possibilities of children and adolescents based on the functional diagnosis model. Therefore, this article presents the assumptions of this model with reference to the implemented or planned changes to the educational law.</jats:p>

Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland

“…Greater independence can be also associated with students’ greater intrinsic motivation [ 14 ]. It might have a huge impact on the effectiveness of the learning process [ 27 ]. Such an approach could be promoted by reducing chaos and exaggerated demands in every case of instability and disruption.…”

“…The research reports have showed that inclusive education could be effective for all learners thanks to the social, emotional and educational benefits of activities that involve students with different needs, preferences and personal resources [ 25 ]. These goals have been served by the introduction of solutions based on universal design learning (UDL), rational adjustments of curricula and lesson scenarios and selection and application of appropriate textbooks and training materials for the teaching–learning process [ 26 , 27 ]. If the implemented principles of UDL do not remove the barriers that prevent some students from accessing the learning process, it is necessary to introduce rational adjustments and modifications in the following areas: equipment, lighting, timetables, methods, forms, teaching content, didactic aids and methods of school assessment.…”

Osoba chora i osoba z niepełnosprawnością w rodzinie w ujęciu Teresy Kukołowicz

“…Opisane powyżej sytuacje należy oczywiście analizować w szerszym kontekście -ograniczonej wiedzy dotyczącej możliwości rozwojowych osób z niepełnosprawnościami i chorobami przewlekłymi oraz braku edukacyjnych placówek integracyjnych (które mogły być tworzone w Polsce dopiero po roku 1991, por. Bogucka, 1996;Domagała-Zyśk, Knopik, 2020). Konsekwencją jednak takiego segregacyjnego modelu leczenia i rehabilitacji był utrudniony kontakt rodziny z ich chorym czy niepełnosprawnym członkiem, co często owocowało zaburzeniami czy nawet zerwaniem wzajemnej relacji.…”