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Objectives The purpose of this paper is to present the method of story therapy in the process of revalidation of a child with intellectual disabilities. Material and methods The source materials for this publication will be various monographs and articles by Polish special educators. The collected material will allow to synthetically realize the indicated purpose of the work using the analytical-critical method. Results Fairy tale therapy has a positive impact on the process of revalidation of a child with intellectual disabilities. In a simple and natural way, it helps the child understand and assimilate a reality that may sometimes be incomprehensible to him. It is a new, non-invasive, gentle form that is designed to be enjoyable, entertaining and fun. Its purpose is to encourage interaction, openness to dialogue. Conclusions Fairy tale therapy helps students (especially at younger ages) to strengthen their sense of self-esteem and independence, which are necessary for proper functioning in the world of internal as well as external experiences. In addition, it allows to improve and develop various spheres of functioning of a child with intellectual disabilities.

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. [ABSTRACT FROM AUTHOR]

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Copyright of Forum Pedagogiczne / Pedagogical Forum is the property of Uniwersytet Kardynala Stefana Wyszynskiego w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)