The development of inclusive and integration processes in Poland at the present stage

У статті автор висвітлює сучасний розвиток інклюзивних та інтеграційних процесів у Польщі. Були використані методи аналізу, пошуку, систематизації та узагальнення. Автор характеризую підходи та умови до організації інклюзивного навчання; окреслює питання психолого-педагогічного супроводу учнів із особливими освітніми потребами, а також концептуальні основи підготовки корекційних педагогів. Автор зазначає, що хоча на сьогодні в Польщі інклюзивне навчання є основною формою здобуття освіти дітьми з особливими потребами, проте вони можуть здобувати освіту і в спеціальних закладах освіти, які є альтернативними. Подальших розвідок потребую вивчення інклюзивного навчання дітей із особливими потребами на різних освітніх ланках.In the article the author highlights the contemporary development of inclusive and integration processes in Poland at the present stage. To achieve this goal and solve the tasks set, we used a set of general scientific and special methods of research, namely: analysis of documents, scientific sources to study the state of development of the problem, comparison, systematization and generalization. The author describes the approaches and conditions for the organization of inclusive learning. Notes the reasons why the existing system of inclusive education and integration does not meet the needs of society. Outlines the issues of psychological and pedagogical support for students with special educational needs, who are in the conditions of inclusive and integrative learning. It also defines the conceptual framework for correctional educators, their requirements and their functional responsibilities. The author points out that the issues of psychological and pedagogical support of students with special educational needs, who are in the conditions of integrated and inclusive learning, are decisive. It is the aspect of psychological and pedagogical support for the joint learning of such children and their peers that is of great importance. As this is related to providing psychological and pedagogical support to children with special needs in the learning process. This is the most significant differential feature of special education. Much attention is paid to working with parents of children when organizing joint learning of children with special needs and their peers. They have the opportunity to participate in the development of individual curricula, to receive consultative assistance from specialists, etc. Compared to the pre-reform period, the system of special institutions for children with special needs in Poland has undergone significant reductions and re-profiles. However, it continues to function. Special institutions have become the focal points of teaching and staff resources used in integrated and inclusive learning. An analysis of the experience of teaching children with special needs in Poland shows that, in the vast majority, inclusive education is the main form of education for them. However, children with special needs have the opportunity to receive education at special education institution