Abstract:

A child with profound intellectual disabilities requires special support in every area of functioning (communication, independence, mobility, cognitive and social functioning, etc.). Support in the school environment, within the work of remedial classes (broadly understood as education of people with profound disabilities), has been available in Poland only since 1997. Since then, efforts to ensure the highest possible level of independence and quality of life for a child with profound intellectual disabilities concern both the educational environment and the family. In the individual revalidation and educational programmes applied in Poland, the key aspect is the selection of therapeutic practices so that they can be regularly and effectively used in the child's natural environment, responding to the child's needs in various areas of development. Due to the fact that each child with profound intellectual disabilities is an individual with a different sensory profile, behaviours, developmental difficulties, all implemented methods require the preparation of individual work scenarios and special adjustments.

In this article I have analysed selected educational and therapeutic methods most frequently used in Poland in work with children with profound intellectual disabilities. Attention is paid to the objectives of using a given method, the course of classes, the role of the therapist, the necessary didactic aids and space arrangement. The difficulties that may occur during the work basing on the chosen method and possible modifications of some activities adequately to the needs of the child are described. Examples of scenarios of working with a child with profound intellectual disabilities are also included. Among the methods characterized and analyzed were: basal stimulation of Fröhlich, morning circle method, Knill's program, Sherborne developmental movement, Sensopaka program. The data was collected on the basis of methodological literature concerning educational and therapeutic methods and work with children with profound intellectual disabilities, a review of the so far available national and foreign research on education of the discussed group, analysis of legal acts and statistical data of the Ministry of National Education.

The content of the article presents the universal principles of work with a child with special developmental challenges, the influence of selected methods on the child's development and the opportunities to implement and adapt the presented therapeutic methods in educational and therapeutic work with a child with profound intellectual disabilities. It also presents examples of specific practices used in the work of remedial classes in Poland and indicates the need to constantly search for new educational and therapeutic solutions dedicated to a group of people with profound intellectual disabilities.

Keywords:

Profound intellectual disability, polish system of education, therapeutic methods.