DEVELOPMENT OF INTEGRATION/INCLUSION

An Integration school (integration pre-school) or an integration 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 an integration school if the majority of classes are integration classes.

The number of pupils in an integration class should be between 15 and 20 including 3 to 5 pupils with disabilities. A school with integration classes can additionally employ teachers with special pedagogical qualifications (so called support teachers). A support teacher can, depending on the needs of the pupil with disabilities, be present during all the activities in the class or only during selected ones. Specialist teachers can also work individually with pupils with disabilities teaching them various educational techniques, e.g. Braille alphabet, sign language and other educational techniques such as independent movement or techniques of seeing. In small schools the integration classes include children with various disabilities (blind, deaf, with physical disabilities). In large schools with several classes in the same year group it is possible to divide the children into classes in a way which stimulates their development. In the Centre for Psychological and Pedagogical Support a Team for Special Education has been established. This team organises in-service teaching and courses for teachers, prepares teaching materials and publications and organises conferences and workshops.

The regional methodological centres and centres for psychological and pedagogical support provide support to integration schools and classes.

In 2003/04 3744 pupils enrolled in 427 special classes organised in mainstream primary and lower secondary schools (gymnasia), took advantage of this form of education.

In the school year 2003/04 there was 50876 individual pupils with disabilities enrolled in mainstream pre-schools and schools.

As stated in the Ministry of National Education and Sport Regulation of 7 September 2004 on the conditions and rules for pupil evaluation, classification, promotion, examinations and tests in public schools, with a written opinion of a guidance and counselling centre or other specialist guidance centre as the basis for his/her decision, a school teacher may adjust educational requirements to the individual psycho-physical and educational needs of the pupil, in a case where the pupil has been recognised as having development deficiencies which prevent him/her from meeting these requirements.

Special school pupils take a test at the end of primary school and an examination at the end of gymnasium - in a form taking into account their deficiency. This also applies to the Matura examination. Secondary school leavers with disabilities may take the Matura examination in a written and oral form, in special classrooms or at home and in a manner adjusted to their speaking, writing and physical abilities. If necessary, the examination takes place in a separate classroom or at the pupil's home. Only pupils with moderate and severe mental disabilities are not obliged to take compulsory tests and exams.

In the case of pupils with moderate and severe disabilities the descriptive assessment is used at all levels of education. Continuation of the education system's reform includes the implementation of 3-year special schools preparing pupils with moderate and severe mental disabilities (as well as the pupils with multiple disabilities) for work leading to the receipt of a certificate proving the graduate's preparation for employment.

General Objectives
The main objective of the school is in particular to prepare children and youths with disabilities for life integrated with society by:

1. ensuring through special methods the most comprehensive development of pupils within their capacities;

2. preparation for family life and functioning in the local community;

3. preparing them to practise an occupation.

While implementing these objectives, the school should provide pupils with knowledge and skills as well as develop socially valuable attitudes. In preparing the pupil for active participation in the social life, the school should:

1. provide him/her with knowledge about social structures;

2. teach him/her to use material and cultural resources;

3. prepare him/her to perform social roles related to his/her professional life;

4. provide him/her with knowledge about nature and its rules;

5. teach him/her to follow the rules of hygiene, to take care of his/her health and to organise active leisure.

Teaching and educational activities designed to prepare the pupil for dealing with their economic and social life aim to:

1. develop skills and attitudes required in work;

2. instil a sense of discipline, order, thrift and responsibility for work to be done;

3. develop the ability to co-operate and co-exist in a group.

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

Ongoing Debates
It has been envisaged in the document "Strategy for the Development of Continuing Education until 2010" that local programmes will be developed and implemented in order to remove barriers in access to education, with a particular emphasis on the disabled and on bringing the continuing education to their homes.

In the document "Strategy for Development of ICT in Poland - ePoland" it has been proposed that every post-gymnasium school graduate (including the graduates with disabilities) will be able to use a PC and the Internet. The disabled citizens will be offered a chance to participate in the information society with the support from the e-learning methods.

In the document "The State Strategy for Youth in the years 2003-2012" it has been envisaged that a programme for support of the disabled youth education will be developed in order to assure their full and equal access to education, in-service training and qualifications. The aims of the Operational Programme "Knowledge and competencies" of the National Development Plan 2007-2013 are as follows:

- Counteracting social exclusion through education

- Enhancing education for economy based on knowledge

- Assuring of high quality of the education system.