Factors Conducive to Inclusive Education in Polish Primary Schools in the Opinion of Parents (original) (raw)
Related papers
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2019
The principles of inclusive education have been orientating the ways of working with children and young people with special educational needs for many years. Nevertheless, it is difficult to change the process of modifying the teachers’ thinking about a student with disabilities or deficits in the aspect of teaching him in a state school. In 2017, legal acts in Poland were modified to provide psychological and pedagogical assistance to pupils with special educational needs. However, the Ombudsman for Children received many letters from parents of students who gave examples of violations of their rights at school. Therefore, in 2018 a survey was conducted among parents on the difficulties encountered by their children while studying at school. The research results revealed some irregularities both in the aspect of teaching methods which were applied to children and the cooperation of teachers with parents and other specialists. On this basis, it was possible to identify barriers to i...
Children with Special Educational Needs (SEN) in the Polish Education System
2017
The law currently binding in Poland favors students with disabilities and SEN. The parents have a right to choose between many forms of education and facilities which, in their opinion and according to the suggestions of a psychological and educational support centre, will give their child the best opportunities of development. The Ministry of National Education Regulation of 10 June 2015 on grading, classifying and promoting students demands adjustment of educational requirements to the needs of the student with a certificate confirming his/her special education needs (&3 clause 1) in each education establishment. Theoretically, the situation is extremely favorable. However, for now, the research studies have shown that the readiness of teaching staff, children, and parents for these different possibilities are insufficient; therefore, the legal regulations do not make the conditions of educating students with disabilities or SEN perfect. What is more, the perception of e.g. integr...
Parents' Views in Preparing Children with Special Needs Towards Inclusive Education
Journal of Education and Practice
Inclusive education teaches many people to be able to appreciate and accept differences, and it is hoped that the benefits of inclusive education can be felt by all sections of society (regular children, parents of regular children, teachers, and the general public) in learning and getting to know about different people with themself. Facts on the area show that there are still some obstacles in the implementation of inclusive education so that the goals and benefits of inclusive education are still not optimally felt by children or parents of children with special needs. This study purposes to determine the views of parents towards inclusive education, so that through the responses provided can be the basis for preparing better inclusive education. The method used in this research is qualitative with the type of case studies and uses interview techniques and questionnaires to collect data. The results of the study are the discovery of data regarding parents' knowledge, understanding, and trust in schools and government in relation to the implementation of inclusive education.
Attitudes of Parents of Children With Special Needs Towards Inclusive Education
Human, 2024
Inclusive education is very important for all children especially for those with special needs. In the Republic of Kosovo, the inclusion it is an approach in progress. This study aimed to explore the attitudes of parents of children with special needs towards inclusive education. The current findings of inclusiveness, challenges, risks, benefits and achievements of inclusive education in the Kosovo education system were also analysed. Through a semi-structured interview, ten parents whose children attend regular classes in various schools in pre-university education in Kosovo were interviewed. The results of the research indicate that parents of children with special needs have similar attitudes towards inclusion. In their opinion, it should occur, but they are worried about the challenges that appear. Inclusion is seen as a good opportunity, capacity building, equality, socialization and part of the overall development of the child. Parents recommend improvements in infrastructure conditions and human resources for successful inclusion.
Hrvatska Revija za Rehabilitacijska Istraživanja, 2017
Inclusive education has been gaining increasing attention from governments throughout the world. Croatia and Poland, two European Union members that ratified the Convention on the Rights of Persons with Disabilities, have been working on issues related to improving the quality of education of children with special educational needs. The aim of this article was to explore the attitudes of Croatian and Polish elementary education teachers towards inclusion of these children in regular classes. The sample consisted of 98 elementary education teachers from Croatia (N=50) and Poland (N=48). A diagnostic survey based on the Teacher Attitudes Toward Inclusion Scale (TATIS) (Cullen, Gregory, & Noto, 2010) was used. The instrument allows measurement of three main components of attitudes: teacher perceptions of students with mild to moderate disabilities (POS), their beliefs about the efficacy of inclusion (BEI), perceptions of professional roles and functions (PRF), as well as their general ...
2020
The school for diversity allowed for a new approach to the learning activities in school, which is also determined by the need to ensure equal opportunities for access to education for all members of a community. In this respect, many studies have evaluated teacher attitudes towards the integration and inclusion of children with special educational needs in schools. Our research aimed at identifying a significant relationship between the attitudes of teachers in mass education on the school inclusion of students with SEN and the underlying factors. The group of subjects included a total of 961 teachers in primary and middle education in Romania. The findings of the research have shown the existence of a diversity of attitudes, perceptions and opinions about the opportunity of integrating students with SEN into mainstream education; some perceptions highlight the role and importance of common learning experiences in a school and focus on the need for special efforts by all actors involved, both at system and school level. There are also opponents who do not exploit this educational practice in schools in our country, but are rather attached to the traditional model partially characterized by numerous prejudices, stereotypes and negative attitudes towards students with SEN.
Psychological and Pedagogical Care for Children with Special Educational Needs – a System in Poland
Przegląd Badań Edukacyjnych, 2018
The number of students with special educational needs continues to increase in Polish mainstream schools. The obligatory psychological and pedagogical support for children with special educational needs in Poland operates on the basis of normative acts developed by the Ministry of Education. This assistance is targeted at students of Polish state schools (primary and secondary), which also teach children and young adults with this kind of needs within the framework of inclusive education. The study in quantitative strategies (quantitative research) was conducted among the teaching staff in Polish schools located in large cities. The number of participants in the sample was approximately 130 teachers and the instrument used was a questionnaire prepared by the authors. The research concerned the effectiveness of psychological and pedagogical assistance provided to pupils with special educational needs. The research results indicate that the current scheme in Poland requires new legislation and urgent interventions, especially in terms of qualifications of teachers who work with pupils with special educational needs.
Terms of Inclusive Education in Primary Schools – National and School Curriculum
Procedia - Social and Behavioral Sciences, 2014
In this paper, we bring a summary of the results of qualitative and quantitative analysis of data that are obtained both from the current educational legislation and from curricula samples of Czech primary schools. We focused on the chapters in which these schools declare their options in terms of the teaching of pupils with special educational needs. The result of the comparison is not only to describe the current situation, but also a proposal to optimize the structure and content of these chapters.
Inclusion of the students with different types of disabilities in primary school
2020
Over the last 50 years there has been a radical change in the education of children with disabilities. Inclusive education is a rationale concept which means wholeness and long transformation of institutional systems in society, especial in education. The aim of this study was to examine the attitudes of Macedonian primary school teachers towards inclusive education; we analyzed the quality of the inclusive education of students with different types of disabilities in the mainstream schools in Skopje. 98 teachers from primary schools in the city of Skopje were inquired with the teacher inclusion attitudes questionnaire. Data analysis indicates that in general, teachers have positive attitudes toward inclusion, but can be noticed that they have a divided opinion on the degree and type of disability. We can conclude that there are still barriers facing students with disabilities and teaching stuff, and at the same time, the teaching staff does not have enough resources for work.