The introductory article of the current volume of "Chowanna", entitled "From the Issues of Disability", joins the current of considerations on this subject. The texts included in the presented volume are very diverse in terms of themes (art, education, development, rehabilitation, care, resocialization). We have selected those that, in our opinion, are interesting in terms of the problem they address, meet formal criteria and can stimulate reflection: disabled people among us? Among the authors of the articles in the presented volume of "Chowanna" are people of established reputation: researchers, educators, organizers of social life, practitioners - teachers and academic teachers, as well as authors starting their professional careers. Małgorzata Balukiewicz, Beata Ecler-Nocoń, Henryk Gąsior, Stanisław Juszczyk, Małgorzata Kowalska-Kantyka, Natalia Stankowska, Jerzy Stochmiałek, Antonia Tisovičova, Stefan Vašek, Tadeusz Wolan, Urszula Wrotniak, Alicja Żywczok represent the academic teachers' community of the University of Silesia, the University of Banska Bystrica, the Comenius University in Bratislava, the Academy of Special Pedagogy in Warsaw, WSP-TWP Faculty of Social and Pedagogical Sciences in Katowice, Anna Donder the community of Silesian teachers - educators. Ms. Halina Misiewicz is the director of ROPS - the Regional Social Policy Center of the Silesian Voivodeship.

The article addresses the issue of people with disabilities in society—their rights, rehabilitation, opportunities, and programs aimed at promoting equal social opportunities. The complexity of actions required to improve the conditions for equalizing opportunities for people with disabilities, to prevent their social exclusion, and to achieve measurable outcomes in this area, demands the involvement of local governments, numerous institutions and non-governmental organizations, as well as representatives of the disability community. It is assumed that within the framework of the program, specific projects may be developed at the municipal and county levels, as well as by non-governmental organizations, aimed at implementing the program’s objectives. Furthermore, the regional government may prepare separate targeted programs at the voivodeship level to serve the operational goals set out in the long-term program. The program may also serve as a basis for applying for structural fund resources. A special role in this process is assigned to non-governmental organizations acting on behalf of and for the benefit of people with disabilities. They should be the experts on disability issues, actively participating in identifying needs and priorities, as well as in planning, implementing, and evaluating solutions related to the lives of people with disabilities. Only such a principle of participation will ensure that the goals, initiatives, and tasks outlined in the Regional Program for Equalizing Opportunities for People with Disabilities and Preventing Their Social Exclusion for the Years 2003–2005 will be achieved.

The article addresses the issue of factors determining parental attitudes toward children with intellectual disabilities, which develop depending on the degree of the child's disability. The development of positive parental attitudes toward children with intellectual disabilities is significantly influenced by the following determinants: the parents' level of education, pedagogical culture, material conditions, family integrity, sense of responsibility for the fate of their disabled children, knowledge regarding the degree of the child’s disability, the process of rehabilitation and psychotherapy, the pedagogical atmosphere in the family, and the opinion of the local community about a family raising a disabled child. It is essential to develop various forms of support for children with disabilities and their parents in organizing and undertaking rehabilitation and psychotherapy processes, as well as broad-based inclusive education within the local community. All governmental and non-governmental organizations, foundations for disabled children, the healthcare system, as well as the Church, schools, and rehabilitation centers should work to create optimal living conditions for individuals affected by fate.

The article addresses the issue of a child’s intellectual development, which corresponds with the necessity of social development. The characteristic features of this area of development include: the ability to behave in accordance with accepted moral or social norms, independence and resourcefulness, self-assessment skills, the ability to establish proper relationships with others and to cooperate in a group, a need to help others, the ability to accept authority, and consideration for the needs of others. Disruptions in the development of any of these areas affect the shaping of the others, which is why social development is just as important as intellectual development. After all, we acquire new knowledge and skills through experiences, which would not be possible without communication skills—skills that are developed through interpersonal contact. A child living in social isolation is unable to fully utilize their potential, gain new experiences, or improve upon existing ones in a way that leads to more complete development. Likewise, communication limited to only one or a few individuals significantly impoverishes the variety of experiences gained. Preparing for independent functioning in life through social development is extremely important for a child with disabilities. The possibility of such independent functioning is a treasure for able-bodied children—for children with disabilities, it is salvation. The ability to establish and maintain relationships with others, to function as a full member of a group, and to feel liked and respected—these are essential conditions for proper development and for fully experiencing one’s unique existence as a human being in general, and especially as a person (and therefore also a child) with disabilities.

The article describes the Bobath method, which is primarily intended for children with cerebral palsy. It can also be used in the rehabilitation of children with abnormal motor development, as well as those with central nervous system disorders of unknown origin and varying degrees of severity. Additionally, it can serve as both a preventive measure and a tool for diagnosing developmental stages in children. The Bobath method helps prevent spasticity and athetosis. Although the individual exercises are time-consuming, they produce results quickly. This method does not involve any surgical procedures or the use of prosthetics. During therapy, emphasis is placed on the individual needs of the child and on avoiding a rigid, schematic approach to exercises. The therapist's attitude toward the child and the methods of therapy contribute to the method being well accepted by children. The Bobath method is comprehensive in nature, meaning it stimulates all areas of human functioning—movement, sensation, touch, hearing, vision, speech, emotional development, and more. Rehabilitation should involve a multidisciplinary team, including physiotherapists, physical therapists, educators, psychologists, and speech therapists. Each specialist must become familiar with the principles of therapy and intervention according to the NDT-Bobath approach in order to work with this method or incorporate its elements. Unfortunately, the training courses for specialists offered in Poland are still very expensive and not accessible to everyone. Therefore, it is important that the market offers as many publications, manuals, and study guides as possible to help supplement both theoretical and especially practical knowledge.

The reality that surrounds a child on a daily basis is a living world—people, nature, fauna, flora—as well as the inanimate world of objects. Art makes it possible to organize, explore, and better understand this diversity. Drawing attention to the aesthetic dimension of life and promoting education through art seems particularly important in a consumer-oriented model of living. The role of visual arts holds special significance in working with individuals with intellectual disabilities, who require thoughtfully designed pedagogical strategies aimed at compensating for existing deficits. Creative activity and aesthetic education are meant not only to prepare individuals to appreciate art and its creations, but above all, to cultivate sensitivity to the beauty of the surrounding world and the reality in which they live, while also encouraging engagement and self-realization. Equally important are: identifying one’s place among others, developing a sense of belonging, and affirming one’s own identity; engaging in activities that foster the ability to coexist within a larger group of individuals who perceive the world, experience emotions, and feel in similar ways. Working on a particular visual art topic can help students understand how others perceive a given issue, what associations they share, and what differs—insights that stem from each individual’s unique characteristics.

The author of the article argues for the necessity of completing higher education in the field of special education for future teachers and educators who intend to work with children and adolescents with psychosocial disorders. The goal is for future graduates to acquire specialized knowledge in introductory subjects—namely, the theory and practice of education and its various components—with particular emphasis on the theory and practice of reeducation and rehabilitation tailored to the type and severity of the students' disorders. This, of course, requires a comprehensive development of the content of theoretical and practical courses for future studies, meaning the creation of a new curriculum. The author also highlights the importance of not separating didactic processes from educational ones in the context of children with psychosocial disorders; instead, they should be approached as an integrated whole.

The article discusses behavioral disorders, focusing on their diagnosis, etiology, and the need for both medical and pedagogical interventions. These disorders, according to the ICD-10 classification, include various subtypes, including those related to the use of psychoactive substances such as alcohol, opioids, cocaine, and marijuana, which require specialized intervention. In particular, the article addresses mental and behavioral disorders that may arise due to the influence of these substances, as well as other personality disorders such as specific personality disorders, personality changes, gender identity disorders, and sexual preference disorders. The authors emphasize the significance of the environment in the development of behavioral disorders, pointing out the impact of not only educational factors but also inherent biological predispositions. The text also reflects on the dilemma between the psychosocial approach, which stresses the influence of the environment, and the medical approach, focusing on the diagnosis of disorders from a physiological and genetic perspective. The article also notes that these disorders can result from the negative influence of the environment or improper upbringing, leading to disturbances in social, emotional, and communicative adaptation. The authors suggest that these disorders should be understood as a multifaceted phenomenon, requiring both medical intervention and appropriate special education pedagogy.

The article addresses the issue of barriers in the lives of people with disabilities and how overcoming these barriers can lead to integration. The most important challenges in meeting the needs that may arise for any individual, especially for people with disabilities, can roughly be categorized as follows: mobility in physical space, communication with others, acquiring qualifications for employment and means of livelihood, caring for one's own health and the health needs of one’s family, having an influence on public affairs in political or economic matters, and participating in the reception and creation of cultural goods. Disability entails a number of issues. These begin with medical challenges, including access to medical resources, the implementation and development of new technologies and treatment methods, and the ability of a person with a disability to finance medical costs. Psychological issues follow—such as coming to terms with one’s differences and accepting one’s fate. There are also professional challenges, including unemployment and difficulties in retraining. Finally, there are social difficulties, such as architectural and urban barriers that prevent or hinder interaction with others, as well as the presence of negative stereotypes within the immediate environment.

The article addresses the issue of rehabilitating people with disabilities through the use of computer and information technologies. A person with a disability, due to illness, damage or dysfunction of certain body organs, or impairment in one or more areas of development, has special health and educational needs. A child’s disability is understood as a limitation, disorder, or inability to perform activities (achieve skills) typically acquired during physical-motor, psychological, and social development. This disability may be temporary or relatively permanent, and may be either specific (affecting only one area or only certain processes and functions within it) or multiple (involving combined limitations and disorders across several developmental areas). Disability makes life and sensory perception more difficult, but the ambitions and actions of people with disabilities are similar to those of able-bodied individuals. In Poland, young people with disabilities are educated not only in basic special schools, special vocational schools, vocational rehabilitation centers, and educational-care institutions, but also in mainstream schools—in inclusive classrooms. However, applying the same pedagogical methods to both able-bodied and disabled students often leads to educational challenges for students with disabilities in traditional schools. When educational and upbringing efforts disregard the natural diversity of individuals and the pedagogical consequences of such diversity, educational failure often results. Many educators attribute this to the loss of the learner’s sense of individuality and subjectivity. A major barrier that hinders the fulfillment of interests for people with disabilities lies in disturbances in their physical development—whether motor, sensory, somatic, or psychological.

The authors of the article present self-therapy and the process of self-education as psychological self-regulation mechanisms that rebuild affirmative life attitudes. The will for self-development, accompanied by a joy for life, leads a person directly to the sources of authentic mental health. Awareness of one's imperfections, combined with the recognition of significant human potential, creates the opportunity to view oneself as a self-improving individual—someone who continually seeks new interactions with the world and qualitatively better communication with themselves. Self-therapy and self-education—two unique pillars of human self-creation—reveal the importance of the dynamic autonomy of self-determination and the psychological "independence" from the social environment. A person with a disability, whether in health or illness, possesses the emotional and spiritual resources available to all people to overcome difficult situations, and even to initiate satisfying inner development. Human impairment undoubtedly poses challenges to one’s existence. Nevertheless, the call to grow is directed toward every human being. At one time, Father Józef Tischner wrote: "Man’s fate is to be overcome by hope. One who stops yielding to it is lost." Hope holds both developmental and therapeutic power. The philosophy of the person encompasses an entire sea of human hopes.

Communication represents a key issue in special pedagogy, as the educational process of individuals with special educational needs is fundamentally determined by their communicative abilities. These needs often result from limited sensory channel permeability or reduced capacity to process and store information due to dysfunctions of the central nervous system. Effective education depends on a thorough understanding of the communication process and its influencing factors. The article analyzes communication as an information cycle consisting of the source, transmission, reception, processing, and feedback of information. In individuals with disabilities, this cycle is often disrupted at various stages—perception, processing, expression—depending on the type and severity of the impairment. Particular attention is given to methods that improve the flow of information, including multisensory mediation, curriculum adaptation, alternative and augmentative communication systems, and the use of compensation tools. The article provides an overview of manual and visual communication systems, such as sign language, finger spelling, and symbolic systems (e.g., Bliss, Makaton, rebuses), and their role in supporting communication in children with sensory, cognitive, and motor impairments. The importance of selecting appropriate strategies tailored to the individual’s needs is emphasized, with the aim of transforming information into knowledge and enhancing educational outcomes.

At the beginning of the 19th century, care for disabled children in Polish territories was encompassed within the broader care for impoverished children. Disability was not recognized as a separate category and was instead viewed as one of the causes of poverty. Assistance to the poor stemmed from the duty to show mercy and give alms, which lies at the core of Christian morality. This obligation primarily rested with the superiors of ecclesiastical provinces and religious orders, whose rules emphasized charitable work. Parish poorhouses, known as ptochium, gradually became differentiated into institutions for the elderly, the sick, and traveling pilgrims, thereby forming a comprehensive system of care facilities. In the 17th century, institutions specifically for child care began to emerge. Initially, all charitable institutions were referred to as “hospitals.” It was only in the 19th century that this term became reserved exclusively for institutions dedicated to treating the sick. Charitable institutions were founded by bishops or lay individuals, and these establishments were treated as donations to the Church, approved by its superiors, thereby placing them under ecclesiastical authority. According to the decrees of Pope Gregory IX, all charitable institutions within a diocese were subject to the authority of the local bishop. In the mid-18th century, the first care facility for children under the patronage of Saint Casimir was established in Lviv. It housed orphaned and abandoned children, although the sources do not specify the reasons for abandonment in detail.

The article focuses on two main topics. The first concerns resocialization pedagogy, particularly its separation from special education and its practical application. The second topic addresses care and educational institutions—not their role within the education system, but rather the manner in which they operate and how their functioning can be improved through the development of their teaching staff. Educational theory and practice face the question of what principles should be respected and what organizational conditions should be created to effectively prepare pedagogical staff for education aimed at change. Reports and studies on the state of national education highlight the need for greater focus on shaping the attitudes of teachers who are implementing the new educational process. Concerns arise regarding irregularities in the implementation of the child welfare system reform. Literature and public discourse often point to the outdated structures of schools and care-educational institutions, including resocialization centers, as a negative factor in their work, especially in light of new socio-economic needs. There is an emphasis on the necessity to reduce the isolation of such institutions from social life, their detachment from events occurring in their surroundings, and the unfavorable relationships between the institutions and their social environment. An important role in the transformation process should be played by the preparation and involvement of teaching staff in carrying out the objectives of the reform of the prevention, care, and resocialization system. However, there is a noticeable low level of agency for pedagogical staff within the internal organizational structure of these institutions, manifested, among other things, in their limited involvement in planning, decision-making, and supervision processes.

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