ANALYSIS AND ASSESSMENT OF RISKS TO TEACHERS WORKING WITH SPECIAL EDUCATIONAL NEEDS STUDENTS IN A SELECTED EDUCATIONAL INSTITUTION.

Purpose: Students with special educational needs (SEN) may exhibit difficult behaviour in school, disturbing the learning environment, which gives rise to management problems for those involved in their education. In light of the current approach, special-needs education in Poland should be a high-quality educational service that provides for the specific needs of students with disabilities in terms of teaching organisation and methods. Work with SEN students places teachers at a great professional risk. This may lead to stress, job burnout or the experience of intensive emotional stimulation from SEN students. This paper is intended to explore risks to teachers working with special educational needs students in a selected educational institution. Design/methodology/approach: A survey to determine risks to teachers working with special educational needs students was carried out at the turn of September and October 2023. It was completed electronically by 42 SEN teachers. The survey addressed the issues of qualifications to work with SEN students, fears of finding fulfilment in a SEN school environment, and risks to teachers in SEN children’s behaviour, among other things. The SEN teachers were also asked about their institution’s readiness for working with SEN students. Findings: The responses given in the survey showed the SEN teachers were generally satisfied with their work. More than 90% have no fears of finding fulfilment in their SEN children environment. More than 95% believe the institution they work at is well adapted to working with SEN students. In spite of the satisfaction and absence of fears, 59.5% SEN teachers have experienced verbal and non-verbal aggression from SEN students. Research limitations/implications: Such research helps to make teachers’ work with SEN children more efficient and safer. Practical implications: The study implies such research is reasonable as it obtains reliable information from teachers about what problems and events may be encountered when working with SEN students. Originality/value: The conclusions show how important the preparation for work with SEN students is. Pedagogic qualifications are insufficient, continuous improvement through training or workshops as well as contacts with other teachers from similar institutions, especially those with long experience, are important as well. [ABSTRACT FROM AUTHOR]