Rights of People with Intellectual Disabilities in Poland
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Rights of People with Intellectual Disabilities Access to Education and Employment Poland MONITORING ACCESS TO EDUCATION AND EMPLOYMENT Table of Contents Acknowledgements ....................................................................... 5 Preface .......................................................................................... 9 Foreword .................................................................................... 11 I. Executive Summary and Recommendations .......................... 13 1. Executive Summary ......................................................... 13 2. Recommendations ........................................................... 20 II. Country Overview and Background ...................................... 25 1. Legal and Administrative Framework .............................. 25 1.1 International standards and obligations ..................... 25 1.2 Domestic legislation ................................................. 26 2. General Situation of People with Intellectual Disabilities . 27 2.1 Definitions ............................................................... 28 2.2 Diagnosis and assessment of disability ....................... 28 2.3 Guardianship ............................................................ 29 2.4 Statistical data ........................................................... 33 III. Access to Education .............................................................. 36 1. Legal and Administrative Framework .............................. 36 1.1 The right to education .............................................. 36 1.2 Structure and administration of schools .................... 38 1.3 Assessment of disability for educational purposes ...... 44 1.4 Early intervention ..................................................... 47 2. Government Education Policy ........................................ 51 2.1 The EU and Government education policy ............... 51 2.2 National programmes ............................................... 52 3. Education in Practice ...................................................... 54 3.1 Resources and support .............................................. 54 3.2 Inclusive education ................................................... 56 3.2.1 Mainstreaming .............................................. 56 2 OPEN SOCIETY INSTITUTE 2005 POLAND 3.2.2 Special schools ............................................... 65 3.3 Education outside the school system ......................... 69 3.3.1 Home schooling ............................................ 70 3.3.2 Education in remedial classes ......................... 73 3.3.3 Education of children in institutions .............. 75 4. Transition from Education to Employment ..................... 81 4.1 Vocational training ................................................... 81 4.2 Adult and life-long education .................................... 83 4.3 Employment services ................................................. 84 IV. Access to Employment .......................................................... 87 1. Legal and Administrative Framework ............................... 87 1.1 Domestic legislation .................................................. 87 1.1.1 National employment legislation ................... 87 1.2 Diagnosis and assessment for employment and benefits purposes ....................................................... 93 1.3 The role of the social welfare system .......................... 98 2. Government Employment Policy ................................... 102 2.1 The EU and Government employment policy ......... 102 2.2 National employment policy ................................... 103 3. Employment in Practice ................................................. 108 3.1 Statistical data ......................................................... 110 3.2 Employment on the open market ............................ 112 3.3 Sheltered employment ............................................. 114 3.3.1 Sheltered workplaces .................................... 114 3.3.2 Occupational workshops .............................. 117 3.3.3 Occupational therapy workshops ................. 119 V. Conclusions ........................................................................ 121 Annex 1. The Polish educational system ..................................... 126 Annex 2. Legislation cited in the report ...................................... 127 Annex 3. Bibliography ............................................................... 132 EUMAP – EU MONITORING AND ADVOCACY PROGRAM OPEN SOCIETY MENTAL HEALTH INITIATIVE 3 MONITORING ACCESS TO EDUCATION AND EMPLOYMENT Index of Tables Table 1. Estimated number of people with intellectual disabilities aged 16 years old and above ................................................................................................ 34 Table 2. Number of students in primary and lower secondary schools (2002–2003) .... 58 Table 3. Students with disabilities enrolled in integrated education in 2003 ................ 61 Table 4. Students with intellectual disabilities in special primary schools and special lower secondary schools (2002–2003) ................................................. 66 Table 5. Children and young people with intellectual disabilities in special education care centres and educational centres (on 31 October 2002) ............ 77 Table 6. Students with intellectual disabilities in secondary schools (2002–2003) ........ 82 Table 7. Examples of social benefits available to people with disabilities and their families ................................................................................................ 101 Table 8. Economic activity of people with disabilities (first quarter of 2003) ............. 110 Table 9. Economic activity of people with intellectual disabilities (2000) .................. 111 Table 10. People with intellectual disabilities registered in labour offices as unemployed or seeking a job (end of the first semester 2003) ....................... 112 Table 11. Employment in sheltered workplaces (December 2002) ............................... 116 4 OPEN SOCIETY INSTITUTE 2005 ACKNOWLEDGEMENTS Acknowledgements The EU Monitoring and Advocacy Program of the Open Society Institute and the Open Society Mental Health Initiative would like to acknowledge the primary role of the following individuals in researching and drafting these monitoring reports. Final responsibility for the content of the reports rests with EUMAP. Bulgaria Slavka Kukova Bulgarian Helsinki Committee Croatia Ljiljana Pintarić Mlinar University of Zagreb, Faculty of Special Education and Rehabilitation Czech Republic Jan Šiška Charles University, Faculty of Education Estonia Agne Raudmees EVPIT – Estonian Mentally Disabled People Support Organization Greece John Tsiantis, and Association for the Psychosocial Health Harris Asimopoulos, of Children and Adolescents (APHCA) Stavroula Diareme, Dimitra Giannakopoulou, Gerasimos Kolaitis, Eugenia Soumaki, Konstantinos Thiveos, Evangelos Zacharias Hungary Emese Kôvágó Salva Vita Foundation Latvia Ieva Leimane-Veldmeijere Latvian Centre for Human Rights and Ethnic Studies Lithuania Dovile Juodkaitė Lithuanian Welfare Society for People and Klementina Gečaitė with Intellectual Disability – Viltis Netherlands Jacqueline Schoonheim University of Maastricht, Faculty of Law Poland Ewa Wapiennik Maria Grzegorzewska Academy of Special Education, Warsaw Romania Raluca Nica Romanian League for Mental Health Slovakia Alexandra Bražinová League for Mental Health and Viera Zahorcová Inclusion Slovakia Slovenia Darja Zaviršek University of Ljubljana, Faculty of Social and Špela Urh Work EUMAP – EU MONITORING AND ADVOCACY PROGRAM OPEN SOCIETY MENTAL HEALTH INITIATIVE 5 MONITORING ACCESS TO EDUCATION AND EMPLOYMENT United Kingdom Stephen Beyer Welsh Centre for Learning Disabilities, Cardiff University Pauline Banks Strathclyde Centre for Disability Research, University of Glasgow Roy McConkey School of Nursing, University of Ulster Edyth Dunlop Northern Ireland Union of Supported Employment Hazel Morgan Foundation for People with Learning Disabilities We would also like to thank the following organisations for their invaluable contribution to the reports through their partnership throughout the process of developing the reports: Bulgarian Association of People with Intellectual Disabilities, Open Society Foundation – Sofia (Bulgaria); Association for Promoting Inclusion (Croatia); Inclusion Czech Republic (Czech Republic); Open Estonia Foundation, EVPIT – Estonian Mentally Disabled People Support Organization; (Estonia); Association for the Psychosocial Health of Children and Adolescents (Greece); Salva Vita Foundation (Hungary); Latvian Centre for Human Rights and Ethnic Studies, Soros Foundation – Latvia (Latvia); Lithuanian Welfare Society for People with Intellectual Disability – Viltis (Lithuania); Federation of Societies of Persons with Intellectual Disabilities and their Families (Netherlands); Polish Association for Persons with Mental Handicap (Poland); Association Pentru Voi (Romania); YHD – Association for Theory & Culture of Handicap (Slovenia); League for Mental Health, Inclusion Slovakia (Slovakia); Foundation for People with Learning Disabilities (UK). For this report on Poland, we would like to also particularly acknowledge the following people for their contribution to the reports by being available for interviews, providing information or research, or reviewing and critiquing drafts of the report: Anna Firkowska-Mankiewicz