17 pl Eva_ k


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Presentation in Study Visit Grup.No. 192 (Barcelona), March 2012

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  • The right to education is one of the basic human rights, according to various documents, both recognized internationally such as the Universal Declaration of Human Rights, Convention on the Rights of the Child, World Declaration on education for All, Salamanca Declaration – Statement on Principles, Policy and Practices in Special Needs Education (1994), as well as well as internal ones, such as the Polish Constitution . Everyone has the right to education which „shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedom” I am going to discuss what the system of education can offer children with special needs, should they be physical disabilities or emotional disorders
  • The history of integration in Polish schools is not very long My presentation deals mainly with state schools In mainstream schools all children follow the same general curriculum yet there are some modifications of specific content, lower requirements, students’ individual differences are addressed, there might be adapted equipment, school facilities In special schools children follow specially prepared curriculum, adapted to their abilities, special teaching procedures
  • Compulsory education includes primary school – from the age of 6 and junior high school
  • A lot of refugees are hoping to get to Western Europe so they think staying in our country is only interim
  • representatives in Polish parliament or local authorities: Byelorussians, Lithuanians, Germans, Ukrainians
  • App. 3500 students learning Byelorussian
  • 17 pl Eva_ k

    1. 1. Children with special educationalneeds, foreign children, children fromnational and ethnic minorities in the Polish system of education Barcelona Study Visit March 2012
    2. 2. Education for everybody „Everyone has the right to education.” the Universal Declaration of Human Rights Art. 26 the right to education – one of the basic human rights, regardless of race, sex, religion, national or social origin, etc. to integrate – unify, join, combine; open to people of all races or ethnic groups without restrictions
    3. 3. Integration in Polish school – facts and figures (I) First integrative classes in Poland were created in 1990, their number continues to rise (all levels of education from nursery school to senior high) distinction: mainstream /general/ schools with integrative classes, integrative schools, mainstream schools with special classes and special schools Population of children with disabilities in 2010 was app. 160 000 /3,4% of a total number of pupils and students which is 4,8 ml/ Total number of nursery schools and schools in Poland – around 58 000 / more than a half in towns and cities with over 5000 inhabitants/; children with disabilities only in one third of them Out of this number – 13% special nursery schools and schools 55% of all disabled children attend special schools or special classes
    4. 4. Integration in Polish school – facts and figures (II) Compulsory education /primary school & junior high/ - higher percentage of disabled students (2,8% and 4,1% of all pupils & students respectively); non-compulsory education /nursery & senior high/ - lower percentage (1% and 1,7% of all students respectively) 97% of disabled students in state schools (90% of the whole population of students) private schools - more than a half of disabled students attend special schools Individual tutoring at home – 0,35% of all students
    5. 5. Special needs Statement of SEN Spectrum of special needs: visual or hearing disability, emotional, behavioural, developmental disorder, ADHD, poliomyelitis, epilepsy, autism, Down syndrome & others Integrative class: 15 – 20 students, inc . 3 – 5 students with disabilities Two teachers – subject teacher and assisting teacher All pupils/students follow the same general curriculum with requirements adapted to individual abilities of children with special needs Tests and exams adapted to special needs, e.g. longer time to sit an exam for dyslexic children, enlarged print, test in Braille’s language,
    6. 6. Special needsDisabled children are entitled to: Being exempt from learning second foreign language if they suffer from hearing loss Prolong time of attending each type of school - at least one year /primary school no longer than 18 years of age, junior high school no longer than 21 years of age, senior high no longer than 24 years of age/ Postpone school obligation until 10 years of age Transport and care to and back from school free of charge
    7. 7. Problems majority of integration and special educational institutions in towns and cities two thirds of schools – no children with disabilities wrong system of financing education for special needs: subvention is not allocated to specific students compliance with the schooling obligation – monitored only until the end of junior high school pressure on parents to send disabled children to special schools low social awareness, lack of support for parents insufficient number of specialists, not enough training for teachers
    8. 8. Foreigners in Polish school (I) foreigner – person without Polish citizenship foreigners can attend Polish state schools depending:- on what legal grounds they are staying in Poland- what school they want to attend- whether they are subject to schooling obligation Schooling obligation – obligation to attend school, includes primary and junior high school, from 6 years of age to 18 years of age Foreigner subject to schooling obligation who do not know Polish language are entitled to at least 2 lessons of Polish a week throughout a school year
    9. 9. Foreigners in Polish school (II) In state schools foreign children are granted the same rights and obligations as Polish children (free education, exams, scholarship) Foreigner must present attestation of hitherto education and medical certificate /decision up to headmaster/ If there are no documents – test or exam Foreign students – mainly from the Chechen republic, Vietnam, Ukraine Integrative system in Poland – foreigner children are obliged to participate in classes with Polish students regardless of their knowledge of Polish language
    10. 10. Problems Insufficient solutions concerning policy of integration and inclusion of refugees into the system of education - regulations concerning accepting foreign children into state schools not clear enough, not widely known, not enough training courses for teachers Multicultural school still a novelty in Poland:- Language barrier, cultural differences- Dilemma – remain faithful to own culture and tradition – risk of rejection by peer group or adaptation to new culture – rejection by own community- difficult cooperation with parents
    11. 11. National minoritiesNational minorities in Poland: Byelorussians (app. 48 000) Czechs (386 people) Lithuanians (app. 5500) Germans (app. 148 000) Armenians (262 people) Russians (app. 3300) Slovak (app. 1700) Ukrainians (app. 27 000) Jews (1055 people)
    12. 12. Ethnic minoritiesEthnic minority – does not identify themselves with any contemporarily existing nation which inhabits their own countryThe following ethnic minorities live in Poland : Karaim (43 people) Lemkos /or: Rusyns, traditionally inhabiting the Carpatian Mountains/ (app. 5800) Romani (Gypsies) (app. 12 700) Tatars (447 people)Moreover, in the northern-central Poland /Pomeranian district/ there is a regional minority „Kashubians” who speak a regional dialect
    13. 13. Languages of minorities – forms of teaching Three possibilities: mother tongue as language of instruction, bilingual school and Polish as language of instruction + additional lessons of mother tongue – most widely spread solution Lithuanians the only to choose their native language as language of instruction – all levels of education Other minorities – additional lessons (Byelorussian, Lemkos, German, Armenian, Slovak, Ukrainian, Romani, Hebrew) Schools with German lessons - the highest number, schools with Kashubian language – dynamic increase Possibility to choose native language as a subject at Matura exam
    14. 14. THANK YOU 