Celem podjętych badań było ustalenie skali zjawiska nastoletniego rodzicielstwa wśród uczniów z niepełnosprawnością intelektualną uczęszczających do szkół i ośrodków specjalnych. Za górną granicę zostania matką lub ojcem przyjęto 19 rok życia. Uznano, że młodzi ludzie, którzy zostają rodzicami w wieku 19 lat, są dopiero u progu dojrzałego życia, bez stabilizacji życiowej w zakresie pracy zawodowej, posiadania własnego mieszkania, samodzielności finansowej i ekonomicznej.

Uczniowie z niepełnosprawnością, zwłaszcza intelektualną, będąc dziewiętnastolatkami, na ogół jeszcze uczęszczają do szkół specjalnych. A zatem, w sytuacji zjawiska nastoletniego rodzicielstwa wsparcie ze strony pedagogów może być nieocenione dla przyszłości młodych rodziców, ich dziecka i najbliższych. W badaniach wzięły udział 34 placówki z 12 województw Polski. Większość placówek stanowiła specjalne ośrodki szkolno-wychowawcze, zespoły szkół specjalnych, ale też zespoły placówek szkolno-wychowawczo-rewalidacyjnych. W przypadku szkół średnich najliczniej reprezentowane były specjalne szkoły/klasy zawodowe i specjalne szkoły przysposabiające do pracy. W celu określenia skali zjawiska nastoletniego rodzicielstwa w populacji uczniów z niepełnosprawnością ustalono sześć przedziałów czasowych wyznaczonych przez dany rok szkolny (ostatni okres nie zamknięto w konkretnym przedziale), a mianowicie: 2015/2016, 2014/2015, 2013/2014, 2012/2013, 2011/2012, 2010 i wcześniej.

Teenage parenthood among students with intellectual disability

The objective of this research was to find out the scale of teenage parenthood among students with intellectual disability who attend special education schools. It has been assumed that the upper age limit of becoming a mother or a father is 19 years. Another assumption made in the study has been that young people who become parents at the age of 19 are only starting their adult lives, thus they have no professional stability or their own flat and are not financially and economically independent. Students with disability, in particular of intellectual character, mostly still attend special education schools when they are 19. Therefore, when dealing with teenage parenting, the support provided by  teachers may be of utmost importance for the future of young parents, their baby and close relatives. The research involved thirty four facilities from twelve provinces in Poland. Most of them were special education and care centers, special education school complexes but also complexes of special care, education and revalidation centers. In the case of secondary schools, special basic vocational schools/classes and vocational preparatory schools were the most represented ones. To determine the scale of teenage parenting six time ranges were adopted that correlated with specific school years [except the last period which did not close at a fixed time], i.e. 2015/2016, 2014/2015, 2013/2014, 2012/2013, 2011/2012, 2010 and earlier.

The objective of this research was to find out the scale of teenage parenthood among students with intellectual disability who attend special education schools. It has been assumed that the upper age limit of becoming a mother or a father is 19 years. Another assumption made in the study has been that young people who become parents at the age of 19 are only starting their adult lives, thus they have no professional stability or their own flat and are not financially and economically independent. Students with disability, in particular of intellectual character, mostly still attend special education schools when they are 19. Therefore, when dealing with teenage parenting, the support provided by  teachers may be of utmost importance for the future of young parents, their baby and close relatives. The research involved thirty four facilities from twelve provinces in Poland. Most of them were special education and care centers, special education school complexes but also complexes of special care, education and revalidation centers. In the case of secondary schools, special basic vocational schools/classes and vocational preparatory schools were the most represented ones. To determine the scale of teenage parenting six time ranges were adopted that correlated with specific school years [except the last period which did not close at a fixed time], i.e. 2015/2016, 2014/2015, 2013/2014, 2012/2013, 2011/2012, 2010 and earlier.