Joanna Kossewska

Pedagogical University of KrakowDepartment of Psychology

National Society for Autism Krakow Branch

Vocational Education and

Counselling for students with SEN in Poland

1. The background - National Servey of Economical Activity (GUS, 2012). 10.7% of the population aged above 15 has an official disability certificate

2. The limitations of occupational activity of disabled people in Poland• The area of education and competencies• The context of economy• Psychological factors• Institutional and Organizational variables• Social attitudes

disabled people age Rates of professional activity Rates of employment

16-24 19.0% 10.7%

25-29 31.2%. 28.0%

1.primary level – test at the end of the primary school – as a result of the test, pupils receive an information about the areas they have mastered and which they still need to work on. Conducted for the first time in 2002.2. lower secondary level, pre-orientation exam at the end of the gymnasium – in order to sum up all the work pupil have to choose the uppersecondary school. Conducted for the first time in 2002.3.Upper secondary level- secondary-school leaving examination, so called maturity exam. Conducted for the first time in 2005. It has basically replaced entrance exams to tertiary education institutions.

students having difficulties that result from:

A. Organic criteria: disabilityspecific learning difficulties chronic disease

B. Psychological criteria:mental retardationSpecific linguistic impairmentcritical or traumatic situations; particular talents;

C. Social criteria:social maladjustmenteducational failuresliving conditionscultural differences

The Regulation of 2010, Journal of Laws No. item 1487. setting new rules of providing and organizing psychological-

pedagogical assistance in public schools providing each student with comprehensive psychological-

pedagogical assistance in nearest school environment student should be provided with individualized psychological

and pedagogical support in accordance with his/her individual developmental and educational needs and psychophysical capabilities, identified by the teacher or specialist.

Students with certified disability receive support according to individual therapeutic and educational curriculum

Students with slite develomental difficulties receive support according to special needs card

special school

szkoła specjalna

special classroom in mainstream school

oddział specjalnyw szkole ogólnodost.

integration classroom in mainstream school

klasa integracyjnaw szkole ogólnodost.

Regularclassroom

klasa ogólnodostępna

Primary schoolSzkoła podstawowa

24 658 3 295 12 226 22 787

Lower secondary schoolGimnazja

30 292 2 160 6 515 16 614

source: EDUCATION IN 2009/2010 SCHOOL YEARźródło: OŚWIATA I WYCHOWANIE W ROKU SZKOLNYM 2009/2010

The structure according to special educational needs

After completing lower secondary school, students with mild intellectual disability can usually only continue their education at:

Basic vocational school – for youth with mild disability after mainstreaming and integrative schools

Special basic vocational school – for youth after special primary schools. Education is based on the same curriculum of general education and training in specific professions and for mainstream basic vocational school

1. There has been no clear concept of secondary education for students with moderate and severe intellectual disability (or multiple disability) .

Special basic vocational schools (2 or 3 years) Schools preparing for work (3 years) (since 2004) Training and rehabilitation centres

The Centres for Practical Training and Continuing Education plays an important role.

However, people with intellectual disability are excluded from lifelong education, reflecting the lack of organisation of the education system.

A main form of social rehabilitation (as a part of life-long education) for people with intellectual disability is participation in occupational workshops, rehabilitation holidays, sport and recreation centres and other social activities.

the most important are occupational therapy workshops and various types of day centres which assist people in retaining existing skills and developing new ones

Sheltered employment in Poland – the outcome of VET Sheltered workplaces Occupational workshops Occupational therapy workshops

Created on the basis of a contract between the State and employers who commit themselves to fullfil certain obligations and criteria.

Employers, who employs at least 25 people, receive a set of tax releases and subsidies from the State Fund if at least 30 per cent of the staff suffer from disability.

adapted to the special needs of people with disabilities (however not adapted to the special needs of people with intellectual disability.

As they are, by definition, segregated environments, they do not prepare people with intellectual disabilities for working on the open market.

New form of sheltered employment in Poland.

The aim - to offer employment to people with significant disabilities, to prepare them for life in an open environment, through social and vocational rehabilitation and support for a complete, independent and active life (according to their individual needs).

established by local communes or NGOs.

entitled to medical, social or vocational rehabilitation.

have been operating since 1991 as day centres which conduct non-profit activities,

dedicated for participants who have the disability certificates (usually significant or moderate), and recommendation for participation in occupational therapy based on an individual rehabilitation programme.

financed by the State Fund but administered by NGOs, local authorities and other units such as foundations or sheltered workplaces,

important role in social and vocational rehabilitation, especially of persons with intellectual disability, however that is not real places of employment for persons with disabilities.

Participants do not have the status of an employee and do not sign an employment contract.

Established in 1991 Providing support for about 70 families of persons

with spectrum of autism involving about 250 people (families, professionals,

volunteers) staff consists of psychologists, special educators and

other specialists (speech therapist, physical therapist, of dog therapy, music therapy)

National Society for Autism Cracow Branch

Daily Centre for Persons with AutismEnvironmental Self-Help HouseSocialising ClubSupport group for parents

Dishes washing Using domestic facilities (washing machine, hanging &

folding laundry) Cleaning: dusting, hoovering, sweeping, to empty the

dustbins, cleaning windows, mopping a floor Possible job: cleaner

Preparing meals Cutting, chopping, graining Baking, frying, boiling Using kitchen divices Possible job: cook, baker - assistant

Sawing polishing Using electric drill, grinder Applying varnish, paint Using tools (hammer, screw driver, plier) Possible job: carpenter assistant

Photocopy Preparing letters & packages to send Typing Using office tools & machines Possible job: office help

Decorating: painting, decoupage etc. Making plastic mass Forming different shapes from mass Preparing elements to product:

- Magnets- Key rings- Bookmarks

- Decorative objects

Ingrida Baranauskienė, Joanna Kossewska (eds.)

:Krakow: Pedagogical University Publisher

This project has been funded with support from the European Commission under the Lifelong Learning Programme. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

  Project number LLP-Ldv-PRT-2010-LT-0203

http://www.buf.kristianstad.se/leonardo

Prof. Dr Elvyra Acienė, Klaipėda University,

Lithuania Prof. Dr Velta Ļubkina, Rezekne Higher

Education Institution, Latvia Assoc. Prof. Dr Daiva Mockevičienė, Šiauliai

University, Lithuania prof. PhDr. PaedDr. Miloň Potměšil, Palacky

University Olomouc, Czech Republic

Preface Introduction. Ingrida Baranauskienė, Liuda Radzevičienė, Aistė Valaikienė The Methods for Research of Vocational Counselling for Children

and Youth with Special Educational Needs (Recommended Guidelines).

Ingrida Baranauskienė, Liuda Radzevičienė, Aistė Valaikienė Guidance and Counselling Practices in Finland. Liisa Metsola Vocational Counselling in Germany. Ursula Spichtinger Vocational Counselling for Adolescents suffer from lack of Family

Support in Italy. The Christian Perspective. Porfirio Grazioli, Ingrida Baranauskienė, Liuda Radzevičienė

Vocational counselling in Lithuania.

Ingrida Baranauskienė, Liuda Radzevičienė, student Aistė Valaikienė

Vocational Education and Counselling in Poland.

Joanna Kossewska, Remigiusz Kijak

Vocational Counselling in Sweden based on the exemplification of Rg/Rh Riksgymnasiet in Kristianstad.

Sven Aspelund

The ideal model of vocational counselling of children and youth with Special Educational Needs.

Ingrida Baranauskienė, Liuda Radzevičienė, Aistė Valaikienė

Annex 1. The Delphi group research questions.

Ingrida Baranauskienė, Liuda Radzevičienė, Aistė Valaikienė

Annex 2. The Delphi group statements

About the authors

Joanna Kossewska