Individual classes remedial education in the perspective of a teacher

Regardless of the degree of disability and comorbid disorders, all people with intellectual disabilities have the right to care, upbringing, education and rehabilitation. This statement, currently sounding like a truism, was not so obvious until recently. And although the need for education of students with deep intellectual disabilities does not raise any doubt today, it is still an area of practice and educational theory, under which there is still much to be done. Children with profound intellectual disabilities have been covered by a compulsory schooling in 1997. This moment can be considered as the first step towards the normalization of living conditions of these people and their families, who strongly suffering social stigma and isolation. Students with profound intellectual disabilities are a special educational challenge, and Polish experiences connected with the education of these students are still small. This group is small and heterogeneous. Additionally, the specifics of functioning of people with profound intellectual disabilities cause that education and upbringing of these students is significantly different from the known and accepted standards of education. Therefore, we should consider the quality of an educational offer addressed to these children and the legitimacy of solutions proposed in the area of education of this group of pupils. The prospect of a teacher – therapist, who conducts individual classes with children with profound intellectual disabilities, seems to be particularly valuable.

Regardless of the degree of disability and comorbid disorders, all people with intellectual disabilities have the right to care, upbringing, education and rehabilitation. This statement, currently sounding like a truism, was not so obvious until recently. And although the need for education of students with deep intellectual disabilities does not raise any doubt today, it is still an area of practice and educational theory, under which there is still much to be done. Children with profound intellectual disabilities have been covered by a compulsory schooling in 1997. This moment can be considered as the first step towards the normalization of living conditions of these people and their families, who strongly suffering social stigma and isolation. Students with profound intellectual disabilities are a special educational challenge, and Polish experiences connected with the education of these students are still small. This group is small and heterogeneous. Additionally, the specifics of functioning of people with profound intellectual disabilities cause that education and upbringing of these students is significantly different from the known and accepted standards of education. Therefore, we should consider the quality of an educational offer addressed to these children and the legitimacy of solutions proposed in the area of education of this group of pupils. The prospect of a teacher – therapist, who conducts individual classes with children with profound intellectual disabilities, seems to be particularly valuable.