SPECIAL EDUCATION NEEDS WITHIN THE EDUCATION SYSTEM

Special education comprises children and youths with developmental disabilities who require special organisation of work and working methods. This education can be applied in general schools, inclusive schools or classes, special schools or classes, or as individual teaching.
Special education comprises the following groups of children with special educational needs:
1. children with slight mental disabilities;
2. children with moderate or severe mental disabilities;
3. deaf children;
4. children with hearing impairment
5. blind children;
6. partially sighted children;
7. physically disabled
8. chronically ill;
9. psychotic
10. autistic children and children with multiple disabilities;
11. socially maladjusted children, drug addicts, children with difficult behaviour.

Special Provision within Mainstream Education
An inclusive school (inclusive pre-school) or inclusive class is defined as a school or class in which children with special educational needs study together with other pupils. A school (pre-school) is considered to be inclusive if the majority of classes are inclusive ones.

Wider inclusion of SEN pupils in mainstream education (both at pre-school and school level) and in inclusive schools aims at education in peer groups as close to their homes as possible. In these circumstances non-disabled pupils learn tolerance, solidarity and democracy whilst studying with their disabled friends.

Public schools and kindergartens organise special classes. This is an arrangement supporting inclusion at the organisational level. Special classes may follow either educational programmes from a corresponding type of special kindergarten or a selected curriculum from a mainstream pre-school. Teaching in special classes is based on curricula and outline timetables implemented in a corresponding type of special or mainstream school.

The number of pupils enrolled in special classes of mainstream schools ought to be equal with the number of pupils attending special school classes.

Apart from inclusive education, public mainstream schools and pre-schools may organise inclusive classes with individual disabled pupils. Children with various disabilities (hearing impairment, sight impairment, chronically ill, physically disabled, socially maladjusted) attend mainstream schools and very often follow the curriculum of a mainstream school. Only moderately or severely mentally disabled children, when attending a mainstream school, follow the curriculum of a special school.

Private Education
Schools can be public or non-public with public school rights. Primary and lower secondary schools (gymnasia) can be public or non-public with public school rights only. A public school is an educational institution established by the central administration, local/district/regional authorities, other legal body or by an individual person. It provides free education, implements core curricula and assessment procedures established by the relevant minister of education. A non-public school is an educational institution run by legal bodies or individual persons on the basis of their incorporation into the register of non-public schools, which is supervised by the local authorities. A non-public school can acquire rights of a public school (a right to issue state certificates) if it implements the minimum curriculum and applies the assessment procedures defined by the relevant minister of education.

Separate Special Provision
Special school or special class is a school or class for pupils who have been directed to follow special education including those in hospitals, sanatoria, or social support units.
Depending on special educational needs, the type and the level of disability of children and young people, the following public and special establishments could be set up and run:
1. Kindergartens (for children aged 3 and above – up to their school entry, but no more than 10 years of age)
2. 6-year primary schools
3. 3-year gymnasia
4. 2 to 3-year basic vocational schools
5. Classes preparing for employment organised for pupils with moderate and severe mental disabilities in special basic vocational schools
6. 3-year general upper secondary schools
7. 3-year specialised upper secondary schools
8. 4-year vocational upper secondary schools
9. Post-secondary schools
10. Special boarding-schools (one or more special schools with boarding facilities)
11. Special education and care centres (with boarding facilities and special rehabilitation programmes).
The number of pupils per special school class should be as follows:
1. from 10 to 16 pupils in schools for children with slight mental disabilities;
2. from 6 to 8 pupils in schools for children with moderate and severe mental disabilities;
3. from 8 to 10 pupils in schools for blind and partially sighted children;
4. from 6 to 8 pupils in schools for deaf and partially hearing children;
5. from 10 to 16 pupils in schools for chronically ill children;
6. from 6 to 8 in schools for children with psychic disorders;
7. from 2 to 4 pupils in schools for autistic children and children with multiple disabilities;
8. from 8 to 12 pupils in schools for physically disabled children;
9. from 10 to 16 pupils in schools for the socially maladjusted, drug addicts and children with behavioural disorders.

Moreover, correctional institutions are organised for socially maladjusted children, drug addicted children and those with behaviour problems (on the basis of the Act on Social Support).

Special education may be provided by both public and non-public schools or establishments. The responsibility for the establishment, administration and maintenance of special pre-schools is a task of the local self-government gmina and of special schools (and special education centres) - of district authorities powiat.

Pupils are entitled to receive psychological and educational assistance. This type of assistance supports psychological and physical development as well as enhances the effectiveness of learning by correcting deviations, correcting deficiencies or reducing gaps in the knowledge or skills to be acquired within the framework of a curriculum as well as by eliminating causes and symptoms of disorders, including behavioural problems. Kindergartens organise such assistance in the form of specialist therapeutic activities. Schools and correctional establishments may in turn provide teaching and remedial classes or specialist activities (socio-therapy or other therapeutic activities). These activities may be organised for pupils coming from social environments which do not ensure effective education or for pupils with learning difficulties.