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A student with special educational needs in the Polish education system

A student with special educational needs should be understood as both children who have a certificate of the need for special education and those who have difficulties in meeting the standards of curriculum requirements, resulting from the specificity of their cognitive and perceptual functioning (lower than average intellectual abilities, as well as dyslexia, dysgraphia, dysorthography, dyscalculia), health (chronically ill children) and environmental limitations (children of emigrants, children from upbringing families).

Such an understanding of special educational needs is aimed at implementing and making the idea of ​​equal educational opportunities for all students a reality.

STUDENTS WITH SPE:

  • Students with intellectual disabilities
  • Students who are blind and partially sighted
  • Deaf and hard of hearing students
  • Students with autism
  • Students with physical disabilities
  • Students with chronic diseases
  • Students with ADHD
  • Students with severe communication disorders
  • Students with specific learning difficulties
  • Students socially maladjusted, at risk of social maladjustment
  • Very gifted students

GENERAL DIRECTIONS FOR WORKING WITH A STUDENT WITH SEN

The basic aspect of working with a student with special educational needs is a reliable diagnosis of the child. All forms of individualization – concerning children with special needs, including children with specific learning difficulties – should be based on recognizing and using the child’s potential to overcome deficits.

GENERAL DIRECTIONS FOR WORKING WITH A STUDENT WITH SEN

In order to recognize the forces and limitations of a child, it is necessary to gather reliable knowledge about him, using various sources:

  • information and recommendations contained in the opinion / decision – proper understanding of the recommendations is the basis for the proper organization of the teaching process;
  • information provided by parents – they have the most complete knowledge about the child’s development
  • information from specialists – knowledge from a psychologist, pedagogue, including a special pedagogue, speech therapist, doctor (pediatrician or other specialist), rehabilitator, etc, may be valuable;
  • publications and training.

GENERAL DIRECTIONS FOR WORKING WITH A STUDENT WITH SENGENERAL DIRECTIONS FOR WORKING WITH A STUDENT WITH SEN

Another important aspect is creating proper educational conditions. The teacher should adapt the methods and forms of work with the child to their abilities, conditioned by dysfunctions or social situation. This is related to, for example
with the following actions:

  • adjusting the way of communicating with the student
  • keeping the right distance
  • extension of working time
  • change of forms of activity
  • dividing the teaching material into smaller batches, reducing the number of tasks to be performed, increasing the number of exercises and repetition of the material;
    frequent reference to the particular;
  • using the method of visualization – enabling multi-sensory cognition;
  • adjusting the number of stimuli related to the teaching process
  • using additional teaching and technical means
  • providing students with special educational needs with the possibility of using foreign language learning according to their needs and possibilities;
  • using various task cards for independent solution
  • repeating the rules of the class and clearly setting boundaries
    and enforcement of their compliance.

GENERAL DIRECTIONS FOR WORKING WITH A STUDENT WITH SEN

Students with special educational needs may need additional support by participating in specialized activities:

  • correction and compensation,
  • speech therapy,
  • sociotherapeutic,
  • revalidation and others.

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