Presentation on theme: "THE TEAM OF EDUCATIONAL INSTITUTIONS IN OLSZTYN. OUR MOTTO: „ Implementation a wide-ranging and multiple help of children and young people with coupled."— Presentation transcript:
HISTORICAL OVERVIEW: 1997 year – The Team of Preschool Institutions No. 1 in Olsztyn (T.P.I.): The Special Kindergarten No. 5 The Public Kindergarten No. 34; 1998 year - branch for children with autism in The Team of Preschool Institutions No. 1 in Olsztyn; 2000 year – establishing The Social Primary School for Children with Autism in The Team of Preschool Institutions
THREE EXISTING ASSOCIATIONS: Two associations of parents: Warmia and Mazury Association for Children with Physical Disability and Coupled Disability in Olsztyn; Association of Help for Autistic People and People with similar disorders in Development in Olsztyn; One association of teachers and school staff of T.P.I.: Association of Support of Childrens’ Development in Olsztyn
2002 year - THE TEAM OF EDUCATIONAL INSTITUTIONS – the first public institution in Poland which is run by parents and teachers. Financed from public funds - grants from the City Council
AT PRESENT The Public Kindergarten with Integration Classes No. 25; The Special Kindergarten No. 11; The Special Primary School No. 4 for Children with Autism and Coupled Disorders ;
AT PRESENT Grammar School No. 1 for Children with Autism, Coupled Disorders and Mental Retardation in the Moderate and Severe Degree (2007 year) The Work Training School ( september 2011)
Managment team Wanda Agnieszka Jabłońska Wanda Agnieszka Jabłońska – Headmaster of the Team of Educational Institutions in Olsztyn
Małgorzata MichałowskaMałgorzata Michałowska- Deputy Director of the Kindergarten Maria Jasińska-Zamarja-Maria Jasińska-Zamarja- Deputy Director of the Primary School Sylwia NosarzewskaSylwia Nosarzewska – Deputy Director of the Grammar School Anna Mierzejewska – Małż-Anna Mierzejewska – Małż- Deputy Director of Administration and Planning Managment team
Personnel Teachers in Kindergarten (special pedagogues) Teachers in Primary School and Grammar School (special pegagogues) Teachers for Individual Therapy Speech Therapists Physiotherapists (NDT- Bobath) Vision therapist Hearing therapist The school psychologist The kindergarten psychologist Sensory Integration therapists Tomatis and Biofeedback Therapists In addition, assistants of disabled children are employed.
Pupils: Special Kindergarten – 58 Kindergarten with integration classes - 142 Primary School – 124 Grammar School – 46 The Work Training School – 4 Special Kindergarten – 6 groups Kindergarten with integration classes– 5 groups Primary School: I-III – 12 teams, IV-VI - 13 classes + 2 rehabilitation teams Grammar School– 10 classes To TEI mostly attend children with autism and coupled disabilities.
Classes: Students attend the classes and cover proper curriculum Students practice activities : Speech therapy (using AAC – augmentative and alternative communication), Physiotherapy Tomatis therapy, Sensory Integration therapy, Biofeedback therapy Other kinds of therapy There are groups for children with autism in the Special Kindergarten. The special authoring program called,,Sunflower’’ is led for these groups.
Programs and projects: From State Fund for Rehabilitation of Persons with Disabilities: 1.Rehabilitation for children with autism and multi hadicapped: multi hadicapped: -Alternative and Augmentative Communication -Speech Therapy -Rehabilitation using a computer -Physical rehabilitation -Self-training and social skills
Programs and projects Individual and group rehabilitation of children and youth with physical disabilities and multi handicapped. - Sensory Integration - Hydrotherapy - Alternative communication - Speech therapy - Rehabilitation with using a computer - Physical rehabilitation - Hearing therapy - Biofeedback Therapy - Tomatis Therapy - Vision Therapy - Dogotherapy
Programs and projects "Multi-faceted rehabilitation of children and young people with disabilities„ - - Sensory Integration - Hydrotherapy - Alternative communication - Rehabilitation with using a computer - Physical rehabilitation - Hearing therapy - Vision Therapy - Dogotherapy - Self-training and social skills
Programs and Projects 2. "The autonomy of children and young people with disabilities" AIMS: I.Consulting point- diagnostic for children and youth with autism and multiple disabilities; Subtask is to conduct consultations and diagnosis of children with autism and multiple disabilities, developing individual opinions and therapy programs for each child (except for children who apply for admission to nursery or special school - here only consultation). II. Support for disabled children and their families - learning self-reliance in the home environment; Subtask is to provide assistant to care for a disabled child at home, outside of school activities, kindergarten. III. Saturday classes care - learning self-reliance in the facility; Subtask is to exercise care by specialists, for a disabled child, once a month on Saturday. Everything takes place at the headquarters of the Group of Educational Institutions, from 8.00 to 20.00. The classes organize: walks, tours, visits to the store, cinema, common baking or cooking, games and fun. 3. From the City Council Employment of new workers in the intervention works, and taking on internships.
Types of classes 1. Classes 2. Therapy classes: SI classes Therapy classes Gym Speech Therapy classes Tomatis classes Biofeedback classes Snoezelen – Multti-sensory environments Computer room 3. Library 4. Rooms for individual therapy 5. With the expansion of the facility there will also be a large sports hall with facilities, professional library and more rooms for classes.
Cooperation with parents: Daily conversations about current issues; Meetings with parents ; Meetings with parents and all specialists working with their child; Support Group for parents; School for parents;,,Saturdays for parents’’; „Afternoon care for a child” Psychological meetings for mothers- project „Mums-the way towards the harmony”;
SUMMARY: Multidisciplinary support to children and adolescents with autism and another disabilities; Continuation of therapy and education of the child with autism and another disabilities at different stages of development ; Consistency and extending therapy; Family support;