Projektowane zadania koordynatora ds. specjalnych potrzeb edukacyjnych w polskim systemie edukacji w kontekście brytyjskich doświadczeń SENCo

Abstract

: SENCos (Special Educational Needs Coordinators) constitute an element of the wide scope of solutions aimed at raising the quality of inclusive education. In many countries, they have an important role in creating, supporting and coordinating inclusive education in the mainstream school. In Poland, the position of a Special Educational Needs Coordinator has not been legally sanctioned so far. However, a proposal of the position called Inclusive Education Coordinator (in Polish abbreviated as KEW) appeared in two documents prepared by the Ministry of National Education in 2020. A vague reference to KEW can be found in Wspieranie podnoszenia jakości edukacji włączającej w Polsce ( Supporting the raising of the quality of inclusive education in Poland , 2020). More extensive information (with detailed consideration of the coordinator’s tasks) has been formulated in the project „Model edukacji dla wszystkich” ( A model of education for all , 2020). My study is aimed at confronting the suggestions for KEW’s tasks, specified in „Model edukacji dla wszystkich”, with the information on the role of SENCos in the English system of education, with special regard to the tasks designed for them and the difficulties with their implementation. In the first part of the article, some general references will be made to the present state of inclusive education in Poland. Then, the basic information concerning the role and tasks of coordinators (borrowed from foreign experiences, especially the British model) will be presented. The core of the study is an analysis of the suggestions for the role and tasks of KEWs included in „Model edukacji dla wszystkich” (2020). The paper is completed with final conclusions.