Zespół Placówek Edukacyjnych SUMMARY OF SURVEY Poland.

Zespół Placówek Edukacyjnych

SUMMARY OF SURVEY

Poland

SUMMARY OF SURVEY


Poland

1. The study involved 81 respondents working in the ZPE in Olsztyn , including:

• 25 teachers (31% of respondents) working in the kindergarten, including:

- 8 teachers (32%) in an integrative kindergarten, - 17 teachers (68%) in a special kindergarten;

• 56 teachers (69% of respondents) working in a special primary school;

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2. The field of expertise: 61 teachers (75% of respondents), including:

- 8 inclusive kindergarten teachers (13%) (with a course in special education);- 11 special kindergarten teachers (18%) (including special educators);- 41 teachers from primary special school (67%) (including the preparation of special education);

20 other specialists (25% of respondents), including:- 7 therapists (35%);- 5 speech therapists (25%);- 2 teachers (10%);- 2 psychologists (10%);- 1 teacher day room (5%);- 3 teachers list (15%);

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3. Education Level:

79 persons – (97.5% of respondents) have a university degree-MA, (including 100% of respondents from kindergarten);

2 persons - 2.5% of the respondents have higher education and degree-bachelor;

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4. The period of work with disabled children:

Years of work: From 1-6 years: 51 respondents (63%); From 7 - 12 years: 16 respondents (18%); ;From 13 - 21 years: 14 respondents (17%)

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5.6. Number of students in the classroom, including the number of students with disabilities:

Here, because of the specific work discussed separately:

• Pre-school

- 8 teachers (32%) working in integration groups from 22 to 26 children, including 2-5 children with disabilities (eg, 25 children, including 4-3 with disabilities, 24 children, including 2-3 children with disabilities);

• - 11 teachers (44%) working in the special kindergarten only in special groups with children with disabilities (3-12 children with disabilities), including:- 2 teachers - in the group of 3 children;- 2 teachers - in the group of 5 children;- 2 teachers - in the group of 9 children;- 2 teachers – in the group of 6-children;- 2 teachers - in the group of 7 children;- 1 teacher-in the group of 12children;

• - 6 professionals (24%) work with children individually: (3 physiotherapists, a speech therapist, an educator, a psychologist)

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• Special School - because of the specificity school, there are in classes only students with disabilities:

- 42 teachers (75%) work in classes consisting of 4-8 students with disabilities, including:- 15 teachers (36%) working in 4-students classes;- 13 teachers (31%) - in 5-students classes;- 7 teachers (16,5%) - in 3-students classes;- 7 teachers (16,5%) - in 6-students classes;

- 10 specialists (18%) work with students individually:

- 4 physiotherapists, 4 speech therapists, an educator, a psychologist;- 4 teachers (7%): 1 teacher in the day room

and 3 teachers lists: variability classes and the number of students.

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7.8. Did you receive training on Special Education, if „YES” where:

• 69 (85%) of respondents - YES, including:- 4 people-undergraduate on the field of Special Education;- 37 people- in service education courses and seminars;- 4 people-special courses and seminars;- 1 people-other teachers/colleagues;- 23 people – other: masters of Oligophrenopedagogy;

• 12 (15%) people - NO ( such as physiotherapists, psychologist, teacher)

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9. Are the classroom / the school physically appropriate for working with handicapped students?

• 77 (95%) people responded YES (including 56 (100%) of respondents from school);

• 4 (5%) people responded: PARTIALLY (teachers working in integration groups);

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10. Are classroom / school appropriate for the purposes of equipments/ instruments while working with handicapped students in the clsroom/school?

• 76 respondents (94%) responded YES;

• 5 respondents (6%) responded PARTIALLY;

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11. Is the number of total students in classroom appropriate for working with the handicapped students?

• 61 respondents (75.5%) responded: YES;

• 13 respondents (16%) responded: PARTIALLY;

• 5 respondents (6%) responded: NO (teachers in the integration group at a kindergarten);

• 2 (2.5%) of respondents did not reply;

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12. Can you prepare special education plan (Individualized Education Plan) for training of handicapped students?

• 72 respondents (89%) responded: YES;

• 4 respondents (5%) responded: PARTIALLY (1 teacher of integration group , 3 teachers lists);

• 5 respondents (6%) responded: NO (two psychologists, two physiotherapists, day room teacher);

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13. Can you use special education methods and techniques for training of handicapped students?


• 9 respondents (11%) responded: PARTIALLY (integration group teachers, physiotherapists;)

• 2 respondents (2.5%) answered: NO ( 2 psychologists);

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14. Methods and techniques mostly are used for training of handicapped students:

• Dennison’s Method ;• Veronica Sherborne Developmental Movement;• Programs Activities Knill’s;• Behavioral Method;• Stimulation of the Sensory "Morning Circle";• Sensory Integration;• Alternative Communication (AAC);• Method of Good Start;• NDT-Bobath;• Kinesjology optional mixer;

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- In school, the above methods and techniques plus:

• Domann’s Method;• Method of Centres of Labour;• Auditory Training;• Vision therapy;• Multimedia presentations;• Computer Software;• Activating methods, practical activities;• Slide, observation (including models, specimens);

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Do you take the support sufficiently from the institutions or persons?

15. Colleagues:



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16.Counselors:



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17. Traveling Teacher:



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18. School Management:



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19. Special Education Center:



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20. Guidance and Research Center:


• 15 respondents (18.5%) responded: PARTIALLY;

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21. Other:

• 2 respondents (2.5%), inscribed "psychologist, "

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When do you work with handicapped students , which subjects do you need

training ? 22. Classroom Management:


• 15 respondents (18.5%) responded: PARTIALLY;

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23. Communication with Students, Parents and Colleagues.



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24. Using methods and techniques in Special Education:



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25. Measurement and Evaluation in Special Education:



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26. Designing and practces of Special Education Program:



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27. Preparing and using material in Special Education:



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28. Other:

-no entries;

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29. What kind of problems do teachers encounter when working with students who need special education?

The main problems are (both in kindergarten and at school):

• Unwanted behaviors children (including aggression and self-injury), social maladjustment ;• Difficulties in communication with children: lack of speech, difficulty within the meaning of the command;

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• Difficult or lack of cooperation with parents ;• The discontinuation of exercise therapy at home; • Difficulties in adapting the curriculum to a diverse group; • Lack of content in the core curriculum (too abstract); • Diagnostic difficulties of students with coupled disabilities; • Lack of interpersonal relationships with non-disabled peers; • The inadequacy of judgments of the actual level of functioning

of the child; • Only few hours in individual therapy (speech, rehabilitation;)

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30. What do you do to solve the problems?

Coping skills: • Create programs to eliminate challenging behavior; • Meetings in transdisciplinary teams; • Interviews with parents; • Attempts to adapt the educational content, lengthening the time to deal with specific skills. • Introduction of AAC methods to communicate with the child;

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31. Suggestions and comments:

• Very important cooperation between specialists (sense of support, exchange of knowledge and experience); • Support child to measure its potential (not always as parents expected); • Large need to enter into contracts with parents, in which we obligate for bilateral cooperation; • Unification of documentation, less documentation; • Diagnosis in the judgments of the PPP should be more reliable;


Poland

THANK YOU FOR YOUR ATTENTION

Zespół Placówek Edukacyjnych SUMMARY OF SURVEY Poland.

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