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W artykule zaprezentowane są wyniki badań partycypacyjnych prowadzonych z uczniami z głębszą niepełnosprawnością intelektualną, dotyczących stanu ich wiedzy na temat własnej seksualności oraz potrzeb związanych z prowadzeniem zajęć z edukacji seksualnej w szkole specjalnej. Przedstawione badania są częścią większego projektu, którego celem było stworzenie pomocy dydaktycznej do prowadzenia zajęć z edukacji seksualnej z osobami z głębszą niepełnosprawnością intelektualną. Badania przeprowadzono w duchu paradygmatu partycypacyjnego, stawiając postulaty, będące odpowiedzią na ratyfikowaną przez Polskę Konwencję ONZ o prawach osób niepełnosprawnych. The article presents the results of participatory action research conducted with polish students with intellectual disability. The research concerned students’ knowledge of their own sexuality and their needs related to conducting sex education at a special school. The presented research is part of a larger project, which aimed to create a didactic tool for conducting sex education classes with people with intellectual disabilities. The research was conducted in accordance with the assumptions of the participatory paradigm, putting postulates being a response to the UN Convention of the Disabled Rights of Poland ratified by Poland.

The reality of people with ID changed during the pandemic COVID‐19. Most institutions supporting people with ID switched to remote work. This required some major adaptation to these individuals' new realities, their immediate families, and facility staff. Supporting and monitoring the quality of life of individuals with disabilities and their family members during a crisis is an essential topic of current research. This research project aimed to explore the experiences of parents of adults with ID in relation to remote support provided by public support agencies. In a qualitative study, the authors used semistructured individual interviews with caregivers of people with ID. Data analysis distinguished the following categories: parents as therapists, organization difficulties, material problems, lack of social contacts, positive solutions, and difficult behavior. The results show the difficulties of parents in balancing professional, domestic, and supporting tasks. The study was the first in Poland to report on the qualitative assessment of remote support for people with ID during COVID‐19. Further, more extensive research is needed to search for solutions that respect the rights of people with disabilities to professional support.

W artykule dokonano analizy wybranych spotów kampanii społecznej „Trochę inaczej – popatrz na nas”. Celem kampanii jest przełamywanie społecznych barier związanych z niepełnosprawnością intelektualną. Biorąc pod uwagę skalę popularności, odniosła ona znaczny sukces. Autorka artykułu podjęła kwestię wymagającą refleksji, mianowicie czy za pomocą wybranej formy i treści przekazu cel został osiągnięty. Czy powodzenie fazy „przełamywania się” – oswajania niepełnosprawności pozwoli na przełamanie społecznych barier inkluzji i przyjęcie kultury niepełnosprawności jako równorzędnej kulturze dominującej.

Full and equal access to sex education for all citizens is ensured by international legal acts. Research shows, however, that people with intellectual disabilities (ID) receive neither support in understanding their sexual rights, nor access to sex education tailored to their needs. Sex education classes at a special school in Poland are not compulsory for students with ID, therefore they can be omitted from the curriculum. The research aims to learn the state of knowledge about human sexuality and to analyse the needs, barriers, and expectations of adult students with ID as regards their sex education. The methodology used included a qualitative approach (Participatory Action Research) using group interviews (FGI) with 24 ID students ages 18–24. The results of the study indicate that students taking part in the study possess fragmentary and incomplete knowledge about sexuality. They listed TV, the Internet, and friends as sources of information, leaving out school (teachers) and parents. However, their interest and willingness to talk was very high. A didactic tool for sex education was designed together with the student and is being used in schools.

The article analyzes short video presentations recorded by people with intellectual disabilities in a light and moderate degree (special vocational school students). The recordings constitute an independent answer of the students to the question of what the common good is for them. The research was carried out in accordance with the concept of participatry research. The social model of disability was the theoretical background for the research. The students' statements are a contribution to reflection on the educational potential of democracy in a special school. The article analyzes the students' understanding of the idea of the common good and the perception of themselves as a citizen. The results show the potential for citizenship of people with intellectual disabilities. As well as huge difficulty of translating civic activity from school microscale to the scale of local or national community. The difficulty that seems to be unbeatable without conducting civic education in a special school.

Rozdział dotyczy prezentacji doświadczeń związanych z prowadzeniem włączających (partycypacyjnych) badań naukowych w rzeczywistości polskiej szkoły specjalnej. Badania te lokowane są w oligofrenopedagogice – pedagogice osób z niepełnosprawnością intelektualną. Uwzględniając dotychczasowe doświadczenia badaczy, w rozdziale dokonano rozważań dotyczących miejsca osób z niepełnosprawnością intelektualną w badaniach partycypacyjnych oraz wskazano bariery, które mogą występować podczas prowadzenia badań w tym paradygmacie. Do czynników determinujących te bariery należą m.in. kultura szkoły, poglądy kadry pedagogicznej, lokowanie badań dotyczących różnych obszarów funkcjonowania osób z niepełnosprawnością intelektualną na tle stereotypów kulturowych oraz występowanie badacza na określonym tle kulturowym. Publikacja dofinansowana ze środków Polskiego Towarzystwa Socjologicznego

The article is an attempt to create a new category in the study of the school, which is school political culture. Theoretical meta-analysis was used. In the first part, the author explains why she asks about school political culture. Based on the assumption that the school is an organisation, it justifies applying the tools of political culture to its study. The school as an organisation is a separate system of activity, with clearly defined goals, a specific division of labour among members of the school community and connectivity between elements with a certain degree of formalisation and hierarchy of power. A comparison of elements of the school’s organisation with the basic elements of the political system is presented. The second part introduces the criteria that the theory of political culture should meet to become a theory that can be applied in school space. A meta-analysis of selected concepts of political culture: Gabriel Almond, Vilfredo Pareto and Zbigniew Blok (based on the developed criteria) allowed the selection of a leading theory. The results of meta-analysis are the subject of the third part of the article. The initial adaptation of the selected theory leading to the school specificity is a contribution to further scientific work on the development of a research tool allowing the classification of school political culture: of individual students, as well as the one dominating in the group.

The article analyses three selected theories: the theory of communicative action proposed by Jürgen Habermas, the theory of social learning by Albert Bandura, as well as dramaturgical theory by Erving Goffman. The aim of the analysis was to find one leading theory of the process of acquiring civic competences. The selected theory should meet the set conditions that allow it to be used in school space. Civic competences are understood as a particular subtype of social competences, the acquisition of which is an important element of social development. The scope of the definition of civic competences depends on the theoretical approach adopted. School space is a community made up of students, teachers and parents, who focus on a common goal. This space is also where students’ socialisation takes place. The analysis was carried out on the basis of 5 questions regarding the subject, determinants, mechanism, place in development, and criteria for verifying the process of acquiring civic competences by students in the school space. The answers to the questions listed in the table have become the criteria for the analysis. However, this analysis did not allow for choosing a leading theory. None of the theories has met all the conditions set.

The article is an attempt to create a new category in the study of the school, which is school political culture. Theoretical meta-analysis was used. In the first part, the author explains why she asks about school political culture. Based on the assumption that the school is an organisation, it justifies applying the tools of political culture to its study. The school as an organisation is a separate system of activity, with clearly defined goals, a specific division of labour among members of the school community and connectivity between elements with a certain degree of formalisation and hierarchy of power. A comparison of elements of the school’s organisation with the basic elements of the political system is presented. The second part introduces the criteria that the theory of political culture should meet to become a theory that can be applied in school space. A meta-analysis of selected concepts of political culture: Gabriel Almond, Vilfredo Pareto and Zbigniew Blok (based on the developed criteria) allowed the selection of a leading theory. The results of meta-analysis are the subject of the third part of the article. The initial adaptation of the selected theory leading to the school specificity is a contribution to further scientific work on the development of a research tool allowing the classification of school political culture: of individual students, as well as the one dominating in the group.