CORRECTION AND REHABILITATION AID SYSTEM FOR CHILDREN WITH INTEINTELLECTUAL DISABILITIES DEVELOPMENT IN POLAND (1991 - 2018)

Contact: Shevchenko Volodymyr, candidate of pedagogical sciences, senior researcher, doctoral student of the Institute Special Pedagogics and Psychology named Nikolai Yarmachenko, National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine. Circle of scientific interests: history of surdopedagogy, education and rehabilitation of children with hearing impairment, cochlear implantation, early intervention.

The author reviews the system of correctional and rehabilitation care for children with intellectual disabilities in Poland during the post-communist period. The author carried out a historical and pedagogical analysis of the development of this system. The development, peculiarities of the improvement and reforming of the education system for children with intellectual disabilities in Poland are covered. The study begins with 90 years of the twentieth century. In Poland, during this period, measures were taken not only to preserve the experience of special education. They were aimed at its reform, the development of modern work technologies, the creation of conditions for the implementation of the right of children with intellectual disabilities to study in inclusive institutions, the content and forms of training. At the end of the twentieth century, according to the reform of education, Polish legislation gave children with disabilities the same rights as children without disabilities. Thus, the modernization of education in Poland was aimed at democratization and humanization. This requires the introduction of innovative technologies in the education of children with intellectual disabilities. The purpose of special education in Poland is to ensure the full and dignified life of such persons, their preparation for life in society, inclusion in social relations. Such children may also be in a new, more progressive form of education – inclusive. However, the introduction of inclusive education did not mean reducing the existing system of specialist facilities for such children in Poland.  The article may serve as a point of reference for finding the best ways of transforming the system of special education in Ukraine. It is also important for the socialization of children with intellectual disabilities and their integration into society. Prospects for further exploration are to find the interaction between special and inclusive education systems.

Key words: correctional and rehabilitation aid, intellectual disabilities, children with special needs, special education, educational reform, integration, socialization, normative-legislative base.