MEN will change support system for students with ADHD and other disorders

The issue is the impossibility of obtaining a special education certificate for these students. They can obtain a statement on the risk of social maladjustment or a statement on social maladjustment. However, this possibility covers only a part of the students, among others, in cases where ADHD occurs together with another special educational need. In other cases, an opinion documenting a diagnosis of hyperkinetic behavioral disorder can be sought. However, according to the applicant, this document does not entitle her to adequate support.

The consequences of the inability of a student with ADHD to obtain a special education evaluation have also been pointed out - the list of subsidies does not include hyperkinetic behavioral disorder (ADHD). This means that only in the event that a student with ADHD obtains a certificate of risk of social maladjustment or a certificate of social maladjustment, the educational institution will have the opportunity to obtain additional funds to adapt the educational process to the special needs of the student. 

Meanwhile, Article 70 of the Polish Constitution grants everyone the right to education and obliges public authorities to ensure that citizens have universal and equal access to education. And under the Convention on the Rights of Persons with Disabilities, Poland is committed to ensuring that people with disabilities have access to education without discrimination and on the basis of equal opportunity.

Deputy RPO ZRPO asked the Ministry of Education for its position, in particular to indicate whether the issue of allowing students with ADHD to obtain special education certificates solely on the basis of a diagnosis stating hyperkinetic behavioral disorder has been analyzed, and whether the issue of adjusting the amount of subsidies to the cost of increasing the accessibility of the educational process for students with ADHD has been examined.

The RPO's office received a response from Izabela Ziętka, undersecretary of state at the Ministry of Education.

1. Ongoing Work: The ministry is working on revising the support system for students with ADHD and other disorders, which will be implemented in cooperation with the health, social welfare and family sectors. The goal is to tailor support to the individual needs of children.
2. Biopsychosocial Model: The new educational needs assessment model will be based on a biopsychosocial approach, taking into account the interactions between a child's characteristics and his or her environment. Medical diagnosis will be only one element of the analysis, along with health status, resources and barriers in the school environment.
3. Support and Training: The Ministry of Education is analyzing the results of completed projects and gathering proposals from various institutions. Work is underway on legislation to support schools. Teachers will receive further training in working with students with different needs, including ADHD.
4. Funding: Funding for special education is the responsibility of local governments, which have subventions and their own revenues. Educational subsidies do not fully cover the cost of education, which requires flexible management of funds by local governments.

The Ministry of Education is working on a comprehensive support system that takes into account the diverse needs of students with ADHD, but full funding depends on local governments.

Source: RPO