Agnieszka Żyta

Families of people with disabilities are not only the primary place of their lives and the closest group to meet a range of biological and psychological needs of individuals. They are also recognized as the “institutions” most important in the process of supporting and rehabilitation of people with disabilities. Although The Convention on the Rights of Persons with Disabilities [CRPD 2006, p. 4] “convinced that the family is the natural and fundamental group unit of society and is entitled to protection by society and the State, and that persons with disabilities and their family members should receive the necessary protection and assistance to enable families to contribute towards the full and equal enjoyment of the rights of persons with disabilities”, there are still a lot of problems and barriers with promoting and including assumptions of it into everyday practice. Directions for future research and practice are discussed.

The article presents the problem of teachers’ perception of education of children with emotional and behavioral difficulties / emotional and behavioral disorders (EBD). The research was conducted among teachers (N = 90) working in schools with integrative classes (elementary school, middle school and high school). In the study a  iagnostic survey method was used. The aim of the study was to find out how teachers view the education of children with behavioral and emotional difficulties in mainstream and special classes, as well as whether they need support in teaching a child with this type of problems. The findings show a high degree of openness of teachers towards educating a student with EBD in an integrative / mainstream class as well as perceiving the positive effects of their education with typically developing students. The respondents were less supportive towards the idea of placing such students in special classes. Furthermore, they are open to acquiring knowledge and new skills that would contribute to a better education and care of a student with EBD.

The phenomenon of dependence and aging are problems occurring in Europe and the world. It is pointed out that one out of six people in the EU is disabled. Every third person over 75 is affected by disability limiting their participation in social life, and every fifth person at this age (20%) has significant limitations. Aging brings with it a number of challenges in the individual, social, economic, mental and organizational dimensions. Analysis of the literature on the subject, as well as examples of solutions used in other countries, show that the main emphasis in the modern approach to aging often associated with disability and dependence is placed on  activities based on the principles of independence, participation, care, self-fulfillment and dignity.

Researches show that people with disabilities are less self-determined than their non-disabled peers (they have fewer opportunities to make choices and express their preferences). On the other hand, multiple research studies find that level of self-determination of person is connected with his or her quality of life. Self-determination is one of the important element of rehabilitation process and it needs to be encouraged throughout the lifespan. Although The Convention on the Rights of Persons with Disabilities (CRPD) guarantees the right to an independent and selfdetermined life, there are still a lot of problems and barriers with promoting and including assumptions of it into everyday practice. Directions for future research and practice are discussed.