Integration in
Drugie Piętro
As a team working with children with diverse needs, skills, and abilities, we continually develop our competencies. When working with students, we always look at them holistically, taking into account their educational, social, and emotional functioning.
Integration and education
As a team working with children with diverse needs and abilities, we continually develop our competencies. We look at the student holistically, taking into account their educational and social development.
and emotional – and we support him in overcoming difficulties and strengthening his strengths.
Each teacher adapts their teaching methods, allocating at least 15 minutes of individual support per lesson. Small classes (12–14 students) enable systematic, daily work in a natural school environment, fostering integration and building a sense of empowerment.
To ensure our system delivers the best results, in addition to properly trained staff, a friendly environment, and intimate groups, carefully considered class composition is also crucial. When recruiting students, we ensure the right group is selected – a diverse class creates the best space for development: approximately 30% children with developmental challenges and 70% neurotypical. We want to ensure that students who join us have the best space to develop their competencies. This approach guides our entire recruitment process and is the foundation of our school's effective operation.
Chamber school
Classes of 12-14 people
30/70%
Up to 30% of integrated children
Specialized education
From reporting to ruling
Sometimes, while getting to know a student and observing their functioning, we notice difficulties that require a deeper look. In such situations, we inform parents about the need for consultation at a psychological and educational counseling center. Parents schedule an appointment at the clinic, and we prepare a report for diagnosis – a document that broadly describes the student's functioning in the school environment.
The diagnostic process in a clinic usually includes consultations with a psychologist and a pedagogue, often also with a speech therapist, and in the final stage – with a psychiatrist.
If, as a result of the diagnosis, the student receives a decision about the need for special education, the school can fully adapt working methods to his individual abilities and needs, providing him with systemic
and effective support.
1
Initial observation of the student by teachers
2
Visit with Parents
in a specialist clinic
3
Diagnosis -
consultations with specialists
4
Individual specialized education
Child's Path with a Statement
Once a parent submits the report to the school, we begin the process of planning support for the student. Our team has 30 days to develop a way to tailor our work to the student's individual needs.
During this time, all teachers working
with the child prepare a Multidisciplinary Assessment of the Student's Functioning Level (WOPFU).
This document includes, among others:
-
student's strengths,
-
barriers and limitations encountered,
-
the scope of support provided,
-
conclusions for further work.
Based on the WOPFU, the team develops an Individual Educational and Therapeutic Program (IEP), which we also present to parents for consultation. The IEP is created once per educational stage, with the possibility of modifications as needed, while the WOPFU is updated twice a year.
We want our work with the student to be consistent
and comprehensive, and the key to this is good communication with parents. After the first meeting, we jointly establish a series of subsequent consultations – every three weeks for the first six months of working with the new decision. After that, meetings take place every six weeks, or more frequently if the situation requires it.