Teoretyczne podstawy rewalidacji a zajęcia rewalidacyjne dla uczniów z zespołem Aspergera w szkole ponadpodstawowej ogólnodostępnej
Theoretical Foundations of Revalidation and Revalidation Classes for Students with Asperger’s Syndrome in a Mainstream Secondary School

Summary/Abstract: This article explores the application of scientific definitions of revalidation within the context of revalidation classes currently implemented in Polish mainstream high schools. The author traces the evolution of the term “revalidation” in Polish academic discourse, underscoring the objectives of revalidation interventions. The paper outlines the legal framework governing revalidation classes in Polish education and scrutinises specific recommendations from psychological and pedagogical counselling centres concerning revalidation classes derived from special education needs assessments for students with Asperger’s syndrome. The analysis reveals that these revalidation classes primarily focus on enhancing the students’ social integration by teaching effective communication skills. This focus reflects the broader scientific aim of revalidation, which is to facilitate the inclusion of individuals with disabilities into society. Additionally, the article discusses the practical challenges and potential improvements in implementing revalidation programmes, emphasising the need for tailored approaches that address the unique needs of students with Asperger’s syndrome to maximise their educational and social outcomes.

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