The Role of the Psychological and Pedagogical Counselling Centre in the Systemic Support of Students and Inclusive Education

DOI: https://doi.org/10.35765/hw.2024.2368.07
Keywords: social inclusion, inclusive education, psychological and pedagogical counseling centre (PPP), cross‑sectoral support, psychological and pedagogical help

Abstract

RESEARCH OBJECTIVE: To discuss the role of psychological and pedagogical counselling centre in the systemic support of students, which is an indicator of inclusive education.

THE RESEARCH PROBLEM AND METHODS: The research problem is the question: what role does counselling centre play today in the system of supporting children and adolescents in the perspective of inclusive education? The method was a case study of the institution, the techniques: data research (reports, legislation), the literature on the subject, the counseling centers’ own materials.

THE PROCESS OF ARGUMENTATION: The assumptions of social inclusion and inclusive education were defined, providing the background for analysis on the role of psychological and pedagogical counselling centre in the systemic support given to students.

RESEARCH RESULTS: A support system of cooperating professionals is an important feature of inclusive education. Counseling centers appear to be institutions that have experience and developed own models for coordinating the support.

CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: In order to build a flexible system of support, cooperating professionals, the Ministry of Education has undertaken the task of organizing cross-sectoral support, understood as the integration of support activities for the child and family, implemented in three public sectors: health, social welfare and education. It is currently becoming important to develop a legislative basis, regulating the coordination of cross-sectoral support.

References

Gause, C.P. (2011). Diversity, equity, and inclusive education: A voice from the margins. Sense Publishers.

Gidley, J., Hampson, G., Wheeler, L. i Bereded-Samuel, E. (2010). Social inclusion: Context, theory and practice. The Australasian Journal of University Community Engagement, 5(1), 6–36. https://core.ac.uk/download/pdf/15613615.pdf

Jacórzyński, W.R. (1995). Teoria sprawiedliwości Johna Rawlsa. Etyka, 28, 189–199. https://doi.org/10.14394/etyka.1074

MEN. (2019). Badanie wartości wskaźnika rezultatu długoterminowego PO WER w obszarze oświaty „Odsetek poradni psychologiczno-pedagogicznych stosujących wypracowane narzędzia do pracy z uczniami o specjalnych potrzebach edukacyjnych dzięki wsparciu z EFS”. Raport końcowy. https://efs-archiwum.men.gov.pl/wp-kontent/uploads/2019/12/Ewaluacja-poradni-psychologiczno-pedagogicznych-raport-końcowy-3.pdf

MWM. (2024). O projekcie. mwm.us.edu.pl

Neroj, E. (2023). Rola i zadania WOKRO w przepisach prawnych oraz działaniach międzysektorowych. Ministerstwo Edukacji i Nauki. https://www.aps.edu.pl/media/oe4fcf4u/neroj-elzbieta_rola-i-zadania-wokro-2-10-2023.pdf

Papuda-Dolińska, B. (2018). Edukacja włączająca w perspektywie teorii waloryzacji ról społecznych. Niepełnosprawność. Dyskursy Pedagogiki Specjalnej, 29, 9–27. https://doi.org/10.4467/25439561.NP.18.001.9839

Podgórska-Jachnik, D. (2021). Raport merytoryczny. Edukacja włączająca w Polsce – bilans otwarcia 2020. Ośrodek Rozwoju Edukacji. https://logopeda.org.pl/resources/pliki/880_raport_merytoryczny

Rozporządzenie z dnia 1 lutego 2013 roku w sprawie szczegółowych zasad działania publicznych poradni psychologiczno-pedagogicznych, w tym publicznych poradni specjalistycznych. (2023). Dz. U. 2023, poz. 2499.

SGH, MEN. (2024). Przygotowanie kompleksowego wsparcia poradni psychologiczno-pedagogicznych. Rola poradni psychologiczno-pedagogicznych w procesie oceny funkcjonalnej – propozycja do dyskusji. http://radaporadnictwa.pl/images/pliki/2024/05_2024/Materia%C5%82

Szumski, G. (2019). Koncepcja edukacji włączającej. W: I. Chrzanowska i G. Szumski (red.), Edukacja włączająca w przedszkolu i szkole (s. 14–25). Fundacja Rozwoju Systemu Edukacji.

Ustawa z dnia 4 listopada 2016 r. o wsparciu kobiet w ciąży i rodzin „Za życiem”. (2023). Dz.U. 2023, poz. 1923.

Published
2024-12-31
How to Cite
Zaborniak-Sobczak, M. (2024). The Role of the Psychological and Pedagogical Counselling Centre in the Systemic Support of Students and Inclusive Education . HORIZONS OF EDUCATION, 23(68), 57-67. https://doi.org/10.35765/hw.2024.2368.07
Issue
Vol. 23 No. 68 (2024): Towards inclusive education
Section
Thematic Articles

Copyright (c) 2024 HORIZONS OF EDUCATION

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Authors who publish in this journal agree to the following terms:

  1. Authors retain the copyright to their work while granting the journal the right of first publication. The work will be simultaneously licensed under a CC BY-ND license, which permits others to share the work with proper credit given to the author and the original publication in this journal.
  2. Authors may enter into additional, non-exclusive agreements for the distribution of the published version of the work (e.g., posting it in an institutional repository or publishing it in another journal), provided that the original publication in this journal is acknowledged.

 

We allow and encourage authors to share their work online (e.g., in institutional repositories or on personal websites) both before and during the submission process, as this can foster beneficial exchanges and lead to earlier and increased citations of the published work. (See The Effect of Open Access). We recommend using any of the following academic networking platforms: