Edukacja włączająca na etapie przedszkolnym w Polsce – fakty i refleksje dla przyszłych działań
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Date
2015
Authors
Advisor
Editor
Journal Title
Journal ISSN
Volume Title
Publisher
Wydawnictwo Naukowe UAM
Title alternative
Preschool Inclusive Education in Poland – Facts and Reflections for Future
Abstract
In Poland, as in many other countries, inclusive education of children with disabilities start at the
stage of pre-school education. Contemporary indicators on inclusive education of children with
disabilities at the stage of pre-school education are optimistic. The last analysis (2014, 2015) shows
that the rate of participation children with disabilities in pre-school education is 75%. Indicators are
lower in the countryside, higher in the big cities (67% and 88%, respectively). Preschoolers with
disabilities are usually in ordinary kindergartens (79.1%), then in inclusive education (17.2%) and in
special pre-schools (3.8%). The indicators are different in public and non-public pre-schools (respectively:
79.1% and 65.4%; 17.2% and 25.9%; 3.8% and 8.6%). The main problem of inclusive education
in Poland is the late diagnosis of disability. The great number of children with disabilities receive
their first diagnosis at the age of 6-7, if we concentrate on sensory or movement disabilities and even
later if the child has an intellectual disability. The article presents the state of preschool education of
children with disabilities in Poland and the necessary courses of action in this field in the future.
Description
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Keywords
inclusive education, pre-school education, disability
Citation
Studia Edukacyjne, 2015, nr 37, s. 33-46
ISBN
978-83-232-2967-4