Wyrównywanie szans edukacyjnych studentów z niepełnosprawnościami – 10 lat doświadczeń w Uniwersytecie Papieskim JanaPawła II w Krakowie

Abstract

The right to education is one of the fundamental human rights which enables personal development, independence, and full participation in all spheres of life. Article 70 of the Polish Constitution grants everyone the right to education and obliges public authorities to ensure universal and equal access to education for all citizens. By ratifying the Convention on the Rights of Persons with Disabilities, Poland recognized the right of this group of people to education and committed itself to ensuring an inclusive education system enabling integration at all levels of education. Poland has also ensured that these people will have access to universal higher education without discrimination, based on the principle of equality. Since 2008 the Office of Persons with Disabilities has been functioning in the Pontifical University of John Paul II in Krakow, which supports disabled students and PhD students of our University. The development of the Office over the period of more than ten years, applied procedures, and support systems are described in the article. Additionally, selected programmes and projects of the Institution and external organizations will be presented alongside the Office of Persons with Disabilities as the leading and supportive institution.

The Policy of Supporting Students with Disabilities At Higher Education Institutions in Poland — The Example of the University of Wrocław University and Wrocław University of Technology

“…Th is rais-es the need to analyze the philosophy of helping itself (Filek, 2016). Th e functioning of students with disabilities is primarily complicated by numerous barriers, including architecture, institutional, organizational, psychological, or economic barriers (Filek, 2015;Skalska, 2015;Kutek-Sładek, 2021;Waszczuk, Konowaluk-Nikitin, Pawłowicz-Sosnowska, 2020). Limited fi nancial resources that universities can allocate for the elimination of barriers, e.g.…”

“…Fedorowicz-Kruszewska (2015) notes the importance of digital resources as a form of support, while Chrząszcz (2018) extensively analyzes the functions of a teaching assistant. Kutek-Sładek (2021) indicates that popular forms of support are vocational activation, psychological assistance, rehabilitation, and motivation to physical activity, increasing psychosocial skills, and increasing mobility (Kutek-Sładek, 2021). Th e construction of a support system for students with mental disorders on the example of Jagiellonian University is shown by Nowak-Adamczyk (2014b).…”