1. THE TEAM OF EDUCATIONAL INSTITUTIONS IN OLSZTYN Wanda Agnieszka Jabłońska Iwona Olszewska

2. Zespół Placówek Edukacyjnych w Olsztynie OUR MOTTO:  „ Implementation a wide-ranging and multiple help of children and young people with coupled disabilities, autism and Asperger syndrome.”

3. HISTORICAL OVERVIEW:  1997 year – The Team of Preschool Institutions No. 1 in Olsztyn (T.P.I.): Institutions No. 1 in Olsztyn (T.P.I.): - The Special Kindergarten No. 5 - The Special Kindergarten No. 5 - The Public Kindergarten No. 34; - The Public Kindergarten No. 34;  1998 year - branch for children with autism in The Team of Preschool autism in The Team of Preschool Institutions No. 1 in Olsztyn; Institutions No. 1 in Olsztyn;  2000 year – establishing The Social Primary School for Children with Autism in The Team of Preschool Institutions

4. THREE EXISTING ASSOCIATIONS:  Two associations of parents: Warmia and Mazury Association for Children with Physical Disability and Coupled Disability in Olsztyn; Association of Help for Autistic People and People with similar disorders in Development in Olsztyn;  One association of teachers and workers of T.P.I. : workers of T.P.I. : Association of Support of Childrens’ Development in Olsztyn

5. 2002 year – THE TEAM OF EDUCATIONAL INSTITUTIONS – the first public institution in Poland which is run by parents and teachers. The headmaster: Mrs Agnieszka Wanda Jabłońska THE TEAM OF EDUCATIONAL INSTITUTIONS – the first public institution in Poland which is run by parents and teachers. The headmaster: Mrs Agnieszka Wanda Jabłońska

6. AT PRESENT:  The Public Kindergarten with Integration Classes No. 25  The Special Kindergarten No. 11  The Special Primary School No. 4 for Children with Autism and Coupled Disorders  The Grammar School No. 1 for Children with Autism, Coupled Disorders and Mental Retardation in the Moderate and Severe Degree (2007 year)

7. FUTURE PLANS:  The Work Training School ( september 2011)

8. Help from an early age: CONSULTATION SECTION: CONSULTATION SECTION:  Consulting and Diagnostic Point for children with disabilities and their families from Warmia and Mazury;  Organising therapeutic activities for children and young people with disabilities;  Meetings with psychologists and other specialists both for children and parents;  Help and support for families;

9. THE SPECIAL AND INTEGRATION KINDERGARTEN  Children attend the classes and realise the preschool educational issues;  Children practise activities:  Speech therapy (using AAC – augmentive and alternative communication),  Speech therapy (using AAC – augmentive and alternative communication),  Rehabilitation,  Other kinds of therapy (e.g. individual rehabilitation, BioFeedback therapy, Tomatis therapy etc.) There are groups for children with autism in the Special Kindergarten. The special authoring program called,,Sunflower’’ is led for these groups.

12. Additionaly, children can use the following forms of assistance and activities in the kindergarten: Additionaly, children can use the following forms of assistance and activities in the kindergarten:  Psychological and pedagogical care;  Rhytmics;  Hydrotherapy;  Logo-music-tales-therapy;  Dogotherapy;

13. The Primary School No. 4 for Children with Autism and Coupled Disabilities and The Grammar School No. 1 for Children with Autism, Coupled Disorders and Mental Retardation in the Moderate and Severe Degree : The combination of group classes with individual lessons which support individual development of a student. Students can benefit from individual lessons:  Speech therapy;  Rehabilitation;  Tomatis therapy,  Sensory integration therapy,  Biofeedback therapy  Other classes, e. g. alternative communication classes.

15. We also have program:,, Rehabilitation of multidisabled children and youth’’. Association of Support of Childrens’ Development provides various multidisciplinary activities:  Sensory Integration Therapy;  Alternative and Augmentative Communication (AAC);  Computer Classes ;  Rehabilitation ;  Educational therapy for children with disabilities of hearing;  Dogotherapy;  Educational therapy for children with disabilities of sight;  Hydrotherapy;  Social Skills Training (mainly for children with Autism and Asperger Syndrome) ;  Speech therapy.

17. Cooperation with parents:  Daily conversations about current issues;  Meetings with parents ;  Meetings with parents and all specialists working with their child;  Support Group for parents;  School for parents; ,,Saturdays for parents’’;  „Afternoon care for a child”  Psychological meetings for mothers- project „Mums-the way towards the harmony”;

18. Multidiscipline:  Teachers of particular subjects in Primary School and Grammar School;  Kindergarten teachers (including special educators) ;  Special Educators;  Speech Therapists;  Therapists for children with disabilities of hearing and sight; and sight;  Rehabilitation specialists;  Psychologists ;  Sensory Integration Therapists;  Tomatis Therapists;  Asistants for a disabled person;

19. SUMMARY:  Multidisciplinary support to children and adolescents with autism and another disabilities;  Continuation of therapy and education of the child with autism and another disabilities at different stages of development;  Consistency and extending therapy;  Family support;

20. Thank You for Your attention