Barriers in Polish Inclusive Education in the Opinion of Students' Parents with Special Educational Needs (original) (raw)
Related papers
Factors Conducive to Inclusive Education in Polish Primary Schools in the Opinion of Parents
Education Reform: Education Content Research and Implementation Problems, 2019
The importance of inclusive education for the education system and more effective social inclusion of students with special educational needs (SEN) and care for its quality in schools is an issue raised both in Europe and more widely at international level. In 2017, a modification of legal provisions in the field of providing psychological and pedagogical assistance to pupils with special educational needs in Poland was introduced. A year later, the Children’s Ombudsman conducted a diagnostic survey, which aimed at getting to know parents’ opinions about the state of inclusive education and the support offered to pupils with SEN in mainstream schools. The obtained data suggest that in the opinion of parents76 schools participating in the study, situation of SEN students can be assessed as satisfactory. Nearly 80% of children attend schools in the vicinity of their place of residence. The teachers and specialists employed in schools are rather well prepared to work with pupils with S...
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...
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 ...
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.
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2015
It is well known that all educational policies promote inclusion as the major idea in a contemporary system of education. Inclusive education allows children with and without disabilities to attend the same age-appropriate classes at their local school, with additional, individually tailored support if needed. However, large equity gaps in education access and outcomes still exist between groups of children, because some marginalized groups of children experience shockingly low rates of access and learning. Children with disabilities are still faced with a lot of challenges in realizing their right to education and they are one of the most marginalized and excluded groups in education. The Croatian laws clearly indicate that disabled children have the right to an inclusive education and that schools have to provide conditions which lead to successful education of all children. A question arises, however, regarding the level at which the Law is implemented in educational practice, due to the fact that it is unknown whether the conditions for its proper implementation exist in Croatian schools. Some results of the research which was conducted in the frame of the project "Evidencebased early educational interventions" are presented in this paper. The main goals of the research are (1) to determine areas in which students with disabilities need additional support and (2) to analyse differences in the perceived inclusive dimension of the quality of educational processes, from the perspective of teachers as well as from the perspective of students, in five mainstream Croatian primary schools. The research was conducted on a sample of 97 students with disabilities and 97 of their peers without disabilities. Students and their teachers filled in two Questionnaires about students' behaviours that were developed for the purpose of the Project (the Questionnaire for students and the Questionnaire for teachers). The results
In Romania, parents of children with and without disabilities are in favor of inclusive education
Procedia - Social and Behavioral Sciences, 2010
The current study evaluates parental attitudes regarding inclusive education of children with disabilities, at a crucial point in children's life -the transition from kindergarten to school (i.e. the preparatory year). This is the first study of this kind to be carried out in Romania. Of parents participating in our study, parents of children with disabilities, were more in favor of inclusive education and have a deeper understanding and wider knowledge of terminology and specific legislation. Half of the parents of children without disabilities were reluctant to have children with disabilities in the same class at their own child. We hope our study will inspire and encourage changes in legislation, (e.g. the introduction of parent-school contracts through which parents become partners in the educative process), teacher training (e.g. improving the training of support teachers; ensuring all teachers posses basic knowledge about disability and special educational methods), and special education practices (e.g. earlier involvement of support teacher in the education of children with disabilities). We believe the starting point to these changes to be a better information of all those involved in supporting and caretaking for children with disabilities as well as of the population at large.
Elements of inclusion in the education system in Poland
2014
Abstract The article refers to the field of inclusion, more and more frequently found in the education system in Poland. The author is making an attempt to define inclusive education and portrays an opportunity for the idea of inclusion to be adapted for education on the basis of currently existing regulations. Moreover, she not only underlines the importance of factors that condition the level of inclusion in any school but also describes an approach concerning the issue of teachers' professional competences being the priority of the inclusion process. She also describes early support of child's development as an interdisciplinary approach to a child and family which creates favourable conditions for the process of inclusion. Key words: Inclusive education. Inclusion in education. Teacher's professional competences. Early support of child's development.
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.
Inclusive education – Empirical experience from Serbia
International Journal of Educational Development, 2012
This descriptive study finds out the problems most frequently facing the children with special needs in regular schooling. The sample included 500 teachers in elementary schools from Serbia. The results point out the problems in inclusive education. Most educational problems occur in relations and communications with their peers in typical population and teachers. Teachers are ready to support inclusive education by including the experts in special education and rehabilitation in schools for typical population. The study point up the empirical experience in last ten years from the beginning of inclusive education in Serbia.