How To Help Disabled People In Poland

Transcription

1 efesto elearning environment for disable learners 1 Desktop Research Targeted at gaining a basic overview of policies (public & private), institutions, actors and legal initiatives with emphasis on VET system for learners with disabilities, including deaf persons (the reference target group) 1. Partner acronym and country: PAD (Polish Association of the Deaf), Poland. 2. National policies and initiatives in the area of social inclusion/labor market and VET of learners with disabilities a. Social inclusion initiatives for persons with disabilities, including young deaf persons. The Polish Association of the Deaf mission is to associate, integrate and rehabilitate deaf and hearing-impaired people. PAD is member of European Union of the Deaf EUD. The European Union of the Deaf (EUD) is a European non-profit making organisation whose membership comprises National Associations of Deaf people in Europe. Established in 1985, EUD is the only organisation representing the interests of Deaf Europeans at European Union level. EUD aims to establish and maintain EU level dialogues, making sure deaf issues are raised. We do this in consultation with National Deaf Associations' members. EUD s mission statement is to promote, advance and protect the rights of and opportunities for Deaf people in the European Union. Emancipation and equal opportunities are key philosophies in EUD s work towards achieving an equal 1 This project has been funded with support from the European Commission under the LLL Programme This publication/communication reflects the views only of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein

2 position in society with recognition of Deaf people as full citizens in their own right. This vision translates into three specific aims: Recognition of the right to use an indigenous sign language; Empowerment through communication and information; Equality in education and employment. (Source: With refund of National Disabled Persons Rehabilitation Fund, PAD has undertaken objectives of Partner III Programme aiming to enhance vocational and social activity of disabled persons through activities carried out by nongovernmental organizations and by providing access to a support offer, especially including services for disabled persons. The financial aid provided by this program covers the following activities: 1. providing a long-term and complex rehabilitation for disabled persons; 2. organization and carrying out trainings and workshops for family members of disabled persons, their caregivers, the staff and voluntary workers involved into the process of rehabilitation of disabled persons; 3. carrying out group and individual classes aiming to facilitate independent functioning of disabled persons (including communication with the environment); 4. organization and carrying out trainings for a sign language interpreters; 5. collection and dissemination of information about the rights disabled persons can enjoy, about possible services, rehabilitation equipment and technical aid for hearing-disabled persons; 6. edition and/or release of permanent editions, compact and other publications related to problems of a disability in periodical called Deaf World ( Świat Ciszy ). b. Access to labor market with emphasis on young persons with disabilities, including young deaf people Above 80%od Disabled Persons (including the Deaf) in Poland act aside from labour market. Whereas in European Union Member Countries index of employment in that group reaches 40-50%. Poland has one of the lowest index of employment in group of citizens with disabilities in the whole Europe. Fundamental source of problems touching the Disabled (including the Deaf) on the labour market are educational barriers and low level of their

3 educational background. Disabled have lesser access to the education, and thus lesser chances for success on the labour market. Only 50% of this group reaches basic level of education and number of Disabled, who reach academic education does not exceed the border of a few percent. There are support systems at polish academies but they are not uniformed and clear. Educational barriers are not the only reason of less amount of employers who offer work for the Disabled in Poland. Another barer is perception of Disabled as inefficient, troublesome and non-competitive staff. The reason of that are also difficulties in obtaining funds for example when arranging a new workplace. New solutions to these, accordant to guidelines of European Commission ore in force, but not well-rounden yet. Forms of supporting employment of the Disabled existing in Poland (based on Acts listed in point 7 Legal Framework) are: employment in form of Occupational Therapy Workshops (Warsztaty Terapii Zajęciowej) or in Occupational Activeness Institutions (Zakłady Aktywności Zawodowej) as a temporal form of employment, in Institutions of Protected Labour (zakłady pracy chronionej) and in the field of Laobur Market (but it is highly insufficient). Since January 2004 all enterprises which employ at least 6% of disabled staff accrues right to receive monthly part-funding for salary of disabled employees. System of Protected Labour is in decline, due to fact that it does not work properly and is a field for irregularities like fictitious employment of disabled. In Poland, when employing more than 25 persons of staff there is obligation to employ not less then 6% of disabled staff, and when this condition is not fulfilled, there is a penalty charge to be paid for National Disabled Persons Rehabilitation Fund, it does not cover Public Administration. Services of Disabled are not being bought by Public Sector as well. By actions of nongovernmental organisations and associations there was created job coaching, which means that disabled person is being employed in enterprise on the labour market with support of the coach or occupational assistant, whose role is to help the disabled person with accommodation to his or her official duties. c. Educational structures for deaf young persons Only 50% of Disabled reaches basic level of education and number of Disabled, who reach academic education does not exceed the border of a few percent. There are support systems at polish academies but they are not

4 uniformed and clear. At the primary, gymnasium and high school level educational structures does not suit special educational needs of the Disabled sufficiently. Although there are some technical and financial opportunities designed to support education of the Disabled, there seem to exist difficulties with implementing these in practice. On vocational level there is lack of general LLL system and VET system that would, within individual development plan, potentiate skills and qualification of the individuals. Vocational education should deal not only with general knowledge but also skills of social communication and dealing with IT but also acquaintance of foreign languages. Polish Special Education System is integrated with the General Education System. Act of Education System states an adjustment of content, methodology and organisation of teaching to psychophysical abilities of the students, and also about accesibility to benefit psychological and special forms of didactic help. The Act describes possibilities of learning in all types of schools by disabled and socially inadequate children and youth. The Act Obliges the Minister of Nationa Education to state the rules and to organise the care of disabled students and their education in statewide and integrational schools and institutions organising special education. Ministry of Education regulated this matter in four administrative acts see point 7 legal Framework d. IT in the frame of educational system for deaf persons IT in educational system for deaf learners depends on accessibility to up-todate technology in public special education dedicated to the deaf. Poland is taking the very first actions around implementing IT into educational system on general education level for example at the University of Warsaw where the IBIZA project started in 2005 by virtue of Directive No.11 of the President of the University of Warsaw issued on June 20, 2005 concerning giving support to e-courses conducted by the University of Warsaw. At present IBIZA is functioning on the basis defined in Directive No. 20 of the President of the University of Warsaw issued on June 23, 2006 concerning general university courses conducted via the Internet at the University of Warsaw for students and PhD students. IBIZA made provision for Disabled students, and informed that if Disabled student is willing to take part in this e-learning Project, he or she should contact the Office for Persons with Disabilities in order to make required adjustments of the e-learning platform settings.

5 There was also an action of Altcom Academy which created in March 2008 first in Poland IT courses for hearing impaired persons. In programme of the courses were basics of Microsoft Excel knowledge and ABC of the computer in order to acquire Basic abilities to work In Windows environment. Courses were financed by EFS. If there are courses of ABC of computers organized by local governments, it happens that sign language interpreters are asked to translate for the deaf participants. Since June 2008 until January 2010 took place an e-learning course dedicated for the deaf named icanwork.pl (mogepracowac.pl) within Human Capital Programme Project entitled Internet courses for hearing disabled persons. The courses aimed at training 500 deaf persons via Internet In matter of occupational activation. To sum up, there is no much experience about IT in the frame of educational system for deaf persons. All actions undertaken until now were undertaken singly. Nevertheless, each such action is vital for development of educational system for the deaf. 1. National data in area of general education process for learners with disabilities a. Short overview The key rule concerning education In Poland, including disabled students are regulated by the Act dated on 7th of September In Re of education system. Part of the rules covers All students, including disabled, and some of them cover only disabled. Special education involves disabled and socially inadequate children and youth, demanding special organization of education and methodologies adjusted to needs of these students. Basis of special education of students In All types of schools are decisions about the need of: special education, individual education, revival-tutorial classes

6 Which are delivered to the student on request of the parents or caretaker by psychological-pedagogical centre. The decision points the most appropriate form of education, concerning Leeds of the child and indicates proper forms of specialized help. It is not an equivalent of direction to particular type of school. Current legislation allows parents to decide on the choice of school (special or general). Thus, disabled students get opportunity to accomplish educational and school obligation nearby their accommodation at schools: General-wide Integrational Integrational deprtments Special schools Special department Special educational-tutorial centres Children whose state of health makes impossible or extremely impedimented attendance at school are provided individual teaching. For disabled students there is possibility to elongate the school duty, however no longer than until student is eighteen years old for primary school, twenty one years old for gymnasium, and twenty five years old for above-gymnasium level. Beginning of discharge of school duty by disabled children can be postponed until the end of the school year, the same year when the child Reach age of ten. For disabled students there is possibility of elongation of education period on each educational level minimum for one year by increasing number of school education hours.. Disabled student has right to receive free of charge transportation and assistance during this transportation for the nearest primary school and gymnasium, and physically or mentally disabled in middle-degree also for the nearest above gymnasium level school, students but no longer than until they are twenty one. Mentally disabled in deep degree students as well as children and the youth with associated disabilities have right to use free of charge transportation on the way to the Centre, where they discharge their school duties until they are 25. If Gmina does not provide the transportation, there is obligation of cost reimbursement of the transportation costs.

7 Disabled students can gain an additional financial support from targeted programmes of National Disabled Persons Rehabilitation Fund. b. VET system for learners with disabilities, including for deaf learners Increasing unemployment In group of the schools for the deaf graduates suggests the need of changes in Vocational Education. Although there are enough vacancies at schools on above-primary level, the choice of vocational profession is quite small, especially for those who want to continue their education in schools for the deaf. Most of the polish deaf youth is educated as a craftsmen. In other European Countries we observe hearing impaired persons working in wide variety of occupations. Most popular occupational education areas In Poland are: gastronomy (chef, nutrition technician) dressmaking, confectioner craftsmen occupations like painter, upholsterer, During last years appeared some IT directions, connected with ability of managing the computer, where communication barrier does not play such a big role. In vocational training in Poland there are discounted natural skills that Deaf students have, and the system does not provide a full occupational development, especially when it comes to vocational pre-orientation a period when students choose their vocational domains. This has changed recently, since the Project named 4 steps started. Students with hearing impairment are the smallest group among all disabled. c. LLL system for learners with disabilities, including for deaf learners There is no general LLL system for learners with disabilities, including for deaf learners. d. Figures

8 See table 8. From: Concise Statistical Yearbook of Poland 2009, by the Editorial Board of Central Statistical Office, Warsaw 2009 (p. 126) 2. State support system and programmes for deaf learners a. Short overview In regard to deaf students there is a state-wide Programme financed by National Disabled Persons Rehabilitation Fund in progress named Pythagoras. The Pythagoras program is aiming to provide deaf students, students with hearing impairments, including deaf-blind students and deaf students with sight impairments and participants of exam preparation courses for higher

9 education schools with aid of sign language translators or hearing aid equipment; as well as provide them with access to cultural goods within cultural institutions. The program provides the financial aid dedicated to: cover services of sign language interpreter, procurement and assembling of aid equipment, procurement of specialist computer, electronic equipment and necessary programming, procurement of specialist electronic Braille equipment, procurement of lecturer equipment, procurement of copy and fax machines, as well as the financial aid for cultural institutions for procurement and assembling specialist system facilitating an individual listening. b. Traditional approach It is covered by point 1. - National data in area of general education process for learners with disabilities. Most of regulations described in that paragraph is a description of traditional approach in the field of state support system and programmes for deaf learners as well. c. IT approach remote VET system, technology divides and devices Worth repeating is point 2.d. about icanwork.pl: Since June 2008 until January 2010 took place an e-learning course dedicated for the deaf named icanwork.pl (mogepracowac.pl) within Human Capital Programme Project entitled Internet courses for hearing disabled persons. The courses aimed at training 500 deaf persons via Internet In matter of occupational activation. It is a rare action, although we can observe an increase of such actions, it is a calm process requiring experience. At the moment in Poland there is no remote VET system, and there is a strong need for one at the same time. When using computer as an IT device, it is essential to have at least basic knolwedge about managing computers. Computer is a tool which seems to scale down the communication barriers, becauce code of this kind of communication is written word. Furthermore, computers encourage social-

10 occupational integration of the deaf and their education as well. If there is access to Speach Synthesizer Programme, some hard of hearing and Deaf can take advantage of changing text into speech. Computers also are extreemely supportive tools for the deaf while learning to read, write and while learning maths. It can be also used in speech and hearing therapy for hard of hearing persons. Training hearing disabled persons in managing of computer and using Internet is absolute essential equipment in todays e- society. d. EU support Poland s European Social Fund Operational Programme for Human Capital is evidence of the country s commitment to invest in people and their skills and determination to tackle the challenges Poland faces. More education and training is the key instrument for combating unemployment, social exclusion and strong regional disparities. Poland has the largest amount of ESF funding of any Member State for A far-reaching Operational Programme called Human Capital manages this funding. It covers traditional ESF areas like employment, social exclusion and workforce skills, as well as addressing challenges in education and training. The Operational Programme will also support good governance, healthcare and rural development. It has ten priorities. Priorities 1-5 concentrate on strengthening the labour market, social assistance, education and public administration institutions while priorities 6-10 target individuals and enterprises in regions. Programme priorities, among others, are: Improving the quality of the education system, Labour Market open for all, Promotion of social integration For Example : University for all Persons With Disabilities at the University of Warsaw 3. Institutions (public & private) National Disabled Persons Rehabilitation Fund (PFRON) Local Government Structures consisted of 16provinces. A threetier division of government is established: municipalities/communes, 308 counties ( powiaty ), and 16 provinces ( wojewodztwa ). Each of these divisions is governed by a council - public employment services - mainly District (powiat) Job Centres and District Family Helping Centres (PCPR- Powiatowe Centra Pomocy Rodzinie)

11 Central Institute for Labour Protection Offices for Persons with Disabilities (OPD) at Universities in Poland Schools and Educative-Tutorial Centres for the Deaf and Hard of Hearing: Zespół Szkół dla Dzieci Niesłyszących Niesłyszących im. Generała Stanisława Maczka Zespół Szkół Nr 7 (z oddziałami dla słabo słyszących) Specjalny Ośrodek Szkolno-Wychowawczy dla Dzieci Słabo Słyszących Zespół Szkół Podstawowych Niesłyszących i Słabo Słyszących Specjalny Ośrodek Szkolno-Wychowawczy dla Dzieci Niesłyszących i Słabo Słyszących Zespół Szkolno- Przedszkolny dla Dzieci Niesłyszących i Słabo Słyszących Zespół Placówek Szkolno- Kindergarten, Primary School, Gimnazjum Kindergarten, Primary School, Gimnazjum, Vocational Primary School Gimnazjum Highschool Gimnazjum, Vocational Gimnazjum (Hard of Hearing Pupils) Primary School Gimnazjum Vocational Primary School Gimnazjum Kindergarten, Primary School Gimnazjum Bielsko- Biała Bydgoszcz Bydgoszcz Długopole Zdrój Gdynia Gołotczyzna Kalisz Katowice Kielce Wychowawczych Vocational Zespół Szkół Kielce Ogólnokształcących Nr 4 Gimnazjum (special departments for pupils with hearing disabilities) Kraków

12 Niesłyszących im. Jana Siestrzyńskiego Wychowawczy dla Niesłyszących im. Janusza Korczaka Zespół Szkół Specjalnych Nr 12 (słabo słyszący) Wychowawczy Nr 5 Specjalny Ośrodek Szkolno-Wychowawczy Nr 2 dla Dzieci Słabo Słyszących Niesłyszących i Słabo Słyszących Zespół Szkół Zawodowych Nr 3 Wychowawczy nr 1 dla Dzieci Niesłyszących im. Konrada Mańki Słabo Słyszących Niesłyszących Specjalny Ośrodek Szkolno-Wychowawczy nr 1 (niesłyszący) Specjalny Ośrodek Szkolno-Wychowawczy dla Dzieci Niesłyszących Niesłyszących Gimnazjum Vocational Gimnazjum Vocational Gimnazjum Gimnazjum Vocational, Highschool Gimnazjum, Vocational Gimnazjum, Vocational Kindergarten, Primary School Gimnazjum Vocational Gimnazjum Gimnazjum, Vocational Gimnazjum Kraków Kraków Kraków Kutno Lublin Lublin Lubliniec Łódź Łódź Łódź Mieroszów Olecko Olsztyn

13 Niesłyszących im. Marii Grzegorzewskiej Szkoła Podstawowa Nr 14 Primary School (departments for Hard of Hearing) Niesłyszących i Słabo Słyszących Niesłyszących im. Józefa Sikorskiego Specjalny Ośrodek Szkolno-Wychowawczy nr 2 im. dra Janusza Korczaka Niesłyszących Szkoła Podstawowa (integracyjna) Niesłyszących Specjalny Ośrodek Szkolno-Wychowawczy im. Franciszka Ratajczaka Szkoła Podstawowa nr 2 Niesłyszących Niesłyszących Słabo Słyszących Instytut Głuchoniemych im. ks. Jakuba Falkowskiego Gimnazjum Primary School Gimnazjum, Vocational Gimnazjum, Vocational, Highschool Gimnazjum Vocational Primary School Kindergarten, Primary School Gimnazjum Gimnazjum Primary School (special classes) Kindergarten, Primary School, Vocational Primary School Gimnazjum, Highschool Gimnazjum, Highschool, Vocational Opole Otwock Poznań Przemyśl Racibórz Radom Radom Rydzyna Rzeszów, Sławno Szczecin Szczecin Warszawa

14 Wychowawczy dla Głuchych im. Jana Siestrzyńskiego Zespół Szkół Zawodowych Specjalnych nr 1 im. Kazimierza Kirejczyka Słabo Słyszących im. Ottona.Lipkowskiego Wychowawczy nr 2 dla Niesłyszących im. Jana Siestrzyńskiego Wychowawczy Dzieci Niesłyszących im. Marii Grzegorzewskiej Szkoła Podstawowa nr 48 dla Słabo Słyszących Zespół Szkół Zawodowych Nr 5 Szkoła Zawodowa dla Słabosłyszących Niesłyszących i Słabosłyszących im. Kornela Makuszyńskiego Vocational, Highschool Vocational (Hard of Hearing) Kindergarten, Primary School Gimnazjum Gimnazjum, Kindergarten, Vocational Vocational, Highschool Primary School Gimnazjum for Hard of Hearing, Highschool Vocational Kindergarten, Primary School Vocational Warszawa Warszawa Warszawa Wejherowo Wejherowo Wrocław Wrocław Wrocław Wrocław Żary Polish Association of the Deaf (PAD) Headqurters and its 16 Branch Offices Polish Deaf Youth (Polska Sekcja Młodzieży Głuchej) Deaf Support Association (Stowarzyszenie Wsparcia Osób Niesłyszących SWN) International Help Association I Can Hear a Heart (Międzynarodowe Stowarzyszenie Pomocy Słyszę Serce )

15 Polish Deaf Sports Federation (Polska Federacja Sportu Niesłyszących) Company of the Deaf Persons (Towarzystwo Osób Niesłyszących) Rehabilitation an Help for Hearing Disabled Persons Association Defeat the Silence (Stowarzyszenie Rehabilitacji i Pomocy Osobom z Wadą Słuchu Pokonać ciszę ) Foundation Promoting Deaf Culture Kokon (Fundacja Promocji Kultury Głuchych KOKON ) Polish Sign Language Institute (Instytut Polskiego Języka Migowego) Foundation for the Deaf and the Sign Language (Fundacja na Rzecz Osób Głuchych i Języka Migowego) Marta Chojnowskas Foundation Stop the Silence (Fundacja Marty Chojnowskiej "Przerwij Ciszę") Help Deaf-Blind Company (Towarzystwo Pomocy Głuchoniewidomym, TPG) Help for Deaf Children Foundation Hear the World (Fundacja Pomocy Dzieciom Niesłyszącym " Usłyszeć świat") Friends of the Deaf and Hard of Hearing Association Human for Human (Stowarzyszenie Przyjaciół Osób Niesłyszących i Niedosłyszących Człowiek Człowiekowi) Polish Help for Hard of Hearing Children Foundation Echo (Polska Fundacja Pomocy Dzieciom Niedosłyszącym ECHO ) Ministry of the Deaf (Duszpasterstwo Niesłyszących w Zduńskiej Woli) - Foundation of Father Orione Do Good (Fundacja Księdza Orione Czyńmy Dobro ) The Institute of Physiology and Pathology of Hearing in Warsaw, with PROKSIM, the Center of Excellence "Communication process - Hearing and Speech", functions within the organizational structure of the Institute (Instytut Fizjologii i Patologii Słuchu) Foundation Helping Deaf Children Grześ (Fundacja Pomocy Dzieciom Niesłyszącym "Grześ") Parents and Friends of Deaf Children Association Speak, finger (Stowarzyszenie Rodziców I Przyjaciół Ddzieci Niesłyszących Mów Paluszku ) 4. Actors governmental and non-governmental Main governmental actor aiming at management of the Disabled is Spokesman

16 Agent for Disabled Persons and his Bureau. One of the main non-governmental actors taking care of interest of the Deaf is Polish Association of the Deaf with its 16 Branch Offices around the whole Poland and its 26 Specialized Rehabilitation Centres for the Deaf located around the whole Poland as well. Other actors see list of institutions, point Legal framework The legal framework in Poland does not motivate disabled to untertake occupational activities. System, which defines degrees of disability labels the disabled with definitions like incapacitation for labour and self-reliant existence and, therefore, deepens passivity of disabled. On the other hand in Poland exists a numerous group of disabled with so-called third group of disability, where level of income which allow to keep the pension is comparable to the value of the pension itself, and thus, is highly demotivative. The rights of the disabled are guaranteed in Polish Constitution dated on 2 nd April 1997 (Dz.U. Nr 78, poz. 483), which provides a right to nondiscrimination, by stating that no one can be discriminated in political life, social life or economy life because of any reason (art. 32 pkt. 2.). Fundamental law puts on public administration responsibility for securing special health care for disabled citizens (art. 68),and also an obligation of giving help to those people by securing their living, adopting their labour and social-communication skills (art. 69). Seym passed a Card of the Rights of the Disabled on the 1 st of August 1997 r.( Kartę Praw Osób Niepełnosprawnych.) Within this documentation there is a catalogue of ten most important rules/laws pointing the areas, where dynamic actions are required. The document underlines the Disabled Citizens have right to leave independent and active lives and are not to be discriminated. The rights of the Disabled are also a subject of the United Nations Organization regulations, taking a form of declaration entitled Standard Rules on the Equalization of Opportunities for Persons with Disabilities. The Rules were accepted on 48 th session of General Assembly of UNO dated on 20 th December 1993 (Resolution 48/96). Although the rules are not legally binding, the document underlines, that they may become an international common law, if accepted by the most of the member countries.

17 Serving for regulation of help for Disabled Persons in particular in Poland there is an Act of vocational and social rehabilitation and employment of the Disabled dated on 27 th of August 1997 (ustawa z dn. 27 sierpnia 1997r. o rehabilitacji zawodowej i społecznej oraz zatrudnianiu osób niepełnosprawnych (Dz.U. z 2008 r. Nr 14, poz. 92). The Act defines Disability, conditions to be fulfilled and kinds of predications to be taken, when dealing with disability that does not allow to render the labour. It introduces three degrees of disability: significant, medium and light. Dz.U nr 109 poz. 913 Disposition by Minister of Labour and Social Policy dated on 30th of June 2009 in re of Repayment additional costs regarding an emloyment of Disabled Staff; Dz.U nr 57 poz th of March 2009 in re of Conditions and Mechanism of Refunding of Staff training costs; Dz.U nr 14 poz. 92 Notice by the Marshal of Seym of Republic of Poland dated on 18th of January 2008 in re of announcement concerning consolidated Act of Occupational and Social Rehabilitation of Disabled Persons With all changes; Dz.U nr 223 poz Act of change on Act of Vocational and Social Rehabilitation and Employment of the Disabled, Act of taxes and local payments and Act of Safety of Food and dated on 21 November 2008; Dz.U nr 227 poz Act of Civil Service dated on 21 st of November 2008; Dz.U nr 237 poz Act of change on Act of Vocational and Social Rehabilitation and Employment of the Disabled dated on 5 th of December 2008; Dz.U nr 6 poz. 33 Act of Change on Act of Promotion of Employment and Institutions of Labour Market and on Change of some other Acts dated on 19 th of December 2008 Art. 39 is implemented since the 1 st of January 2009, art. 1 pkt 75 is implemented since the 1 st of July 2009, art. 1 pkt is implemented since the 1 st of January 2010;

18 Dz.U nr 97 poz. 802 Act of Change on Act Law of road traffic and some other Acts dated on 22 nd of May 2009; Dz.U nr 98 poz. 817 Act of repeal of some authorizations to Give out Executive Acts dated on 7 th of May 2009; Dz.U nr 157 poz Act of Regulations Introducing an Act of Public Finances Dispositions by Ministry of Labour and Social Policy: Dz.U nr 245 poz Disposition by Minister of Labour and Social Policy dated on 19 th of December 2007 in re of institutional Disabled Persons Rehabilitation Fund Is In force until: ze zm.; Dz.U nr 107 poz. 891 Disposition by Minister of Labour and Social Policy dated on 17 th of June 2009, changing the Disposition in re of institutional Disabled Persons Rehabilitation Fund; Dz.U nr 194 poz Disposition by Minister of Labour and Social Policy dated on 17th of October 2007 in re of refundation of disabled person workplace equipment costs ze zm.; Dz.U nr 144 poz. 908 Disposition by Minister of Labour and Social Policy dated on 28th of July 2008 changing the Disposition in re of refundation of disabled person workplace equipment costs. Dispositions by Ministry of Health and Social Care: Dz. U nr 69 poz. 332 Disposition by Minister of Health and Social Care dated on 30th of May 1996 in re of medical investigation of employees, range of preventive health care of employees and medical verdicts for purposes foreseen in labour law. ze zm.; Dz. U nr 60 poz. 375 Disposition by Minister of Health and Social Care dated on 20th of May 1997

19 changing the disposition in re of medical investigation of employees, range of preventive health care of employees and medical verdicts for purposes foreseen in labour law; Dz. U nr 159 poz Disposition by Minister of Health and Social Care dated on 17th of December 1998 changing the disposition in re of medical investigation of emloyees, range of preventive health care of employees and medical verdicts for purposes foreseen in labour law; Dz. U nr 37 poz. 451 Disposition by Minister of Health and Social Care dated on 5th of April 2001 changing the disposition in re of medical investigation of emloyees, range of preventive health care of employees and medical verdicts for purposes foreseen in labour law; Dz. U nr 128 poz ze zm. (3) Act dated on 24th of August 2001 changing the Act Labour Law and changing some other Acts; Regulations of Ministry of National Education: Dz. Urz. MEN z 1993 r. Nr 6, poz 19 Regulation no 15 by Minister of National Education dated on 25th of May 1993 in re of rules of granting psychological and pedagogical help; Dz. U. z 1993 r. Nr 67, poz 322 Regulation by Minister of National Education dated on 11th of June 1993 in re of organisation and operation rules of public psychologial-pedagogical and other specialist centres; Dz. Urz. MEN Nr 9, poz 36 Regulation no 29 by Minister of Nationa Education dated on 4th of October 1993 in re of organising rules when taking care about disabled students and their education in statewide and integrational public kindergartens, schools and institutions organising special education; Dz. U. z 1994 r. Nr 41, poz. 156 Regulation by Minister of National Education dated on 21st of Ferbtuary 1994 in re of kinds, organisations ond rules of operation rules of public tutorialeducative institutions.

20 6. Adapting tools Transfer of innovation in Leonardo Project answers the need of support for hearing impaired students. It does not suit vocational students only, but could be an helpful and instructive tool on academic and secondary learning level. The project should be announced to as many polish schools and education institutions dealing with the deaf and hard of hearing students as possible. It may be highly useful to prepare a mailing list based on institutions list point 3. (with former permission of the institutions) to create a direct contact between them and the Leonardo project coordinator on behalf of PAD, with possibility of passing received information about the project to their teachers and students. Pilot run and research of the innovation should take place in one ore two schools for the deaf and hard of hearing located in Warsaw to encourage interaction between schools and coordinator. Pilot run of the innovation implementation will include deaf and hard of hearing students. It could also include teachers examining the e-learning platform at the place of person who conducts and coordinates students activities, but, in case of teachers the trial in the role of student should be required as well. Further details need to be discussed with the whole consortium. 7. Additional remarks