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Mobilities: Learning/Teaching Activities

Mobility is one of the key elements of this project. First, one of the main priorities of the project is to promote and enhance studentscontact with different socio-cultural realities of the European Union, in order to contribute to generating a sense of belonging to a common European space. It is therefore essential that students value the need for a common communication tool that will be in our case the English language. Also, the mobilities are essential for successfully completing the work done by all partners during a quarter.

17. 12. 07
posted by: José Miguel Suárez Martínez
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Sunday 10th December

Partners' arrival







Germany (17:30h.M.Cid)        

Monday 11th December



Venue: Centro Comunitario Playas


      (Presenters: Paula de la Hoz, Celia Carretero and Daniel del Rea. IES Cabo de la Huerta students)

: Principal

·    Schools' presentation (40’, 8’/country): Finland, Italy, Germany, Poland and Spain.

Tasks on Gender Equality Presentation (I): Finland, Italy, Germany(10’ presentation , 7’ video interviews)

·     Break


Pr   Tasks on Gender Equality Presentation (II): Poland and Spain

Andrea Santana's presentation,  2nd BACH student (6th-grader) and author of the “Photography Exhibition on Gender Violence”.

“Performance” on Gender Equality at the Centro Comunitario main entrance Hall.


TI Free time

Lu  Lunch

lo    -Students meet and leave with their hosts

Lo   -Teachers: TO BAR Restaurant ( Costa Blanca Yacht Club)

Venue:  University headquarters in the city centre, San Fernando street.

(Students use public transport)


Ta Gender Equality Workshops :

  • Gender Violence among teenagers: Sexist Education and toxic love (Anastasia Téllez. Anthropologist at Miguel Hernández University)
  • Acknowledging stereotypes, overcoming barriers (SIPV, NGO)
  • Women’s Rights around the world (Entreculturas, NGO)

Free time: Students have dinner with their host families.

·    Teachers’ Welcome dinner: Restaurant “L’arruzz” (Cabo de la Huerta)
















Tuesday 13th December




(Students use public transport)

Sindic de Greuges Visit (Ombudsman office).

City of Alicante University headquarters, 4 Ramón y Cajal Av. (whole group).

  • Finland and Germany

Volvo Ocean Race Museum Visit  and Workshop, Alicante Port, 10th Levante Deck (walk from Síndic).

  • Italy and Poland

Touristic stroll around the city touristic sights.

  • Finland and Germany

Touristic stroll around the city touristic sights.

  • Italy and Poland

Volvo Ocean Race Museum Visit  and Workshop, Alicante Port, 10th Levante Deck (walk from Síndic).

Students: Free time for lunch and way back home on their own.

Teachers: lunch at “La Mary” Restaurant (downtown)


NOMADS documentary presentation.

Venue: MARQ

Museum Guided visit for teachers (Rome room, Ship room and audiovisual about the History of Alicante)

NOMADS Documentary presentation (Main Hall)

(Presenters: Cristina Sanz and Eva Fernández. IES Cabo de la Huerta students)

Welcome speech to attendants and authorities: Vicent Berenguer (Principal of the school)

NOMADS Documentary presentation: Maribel Coy

Wine and Catering at the MARQ Museum Café (teachers and authorities)















Wednesday 13th December

Departure by bus from IES Cabo de la Huerta towards the University of Alicante (UA).

Arrival at the University and reception at the Salón de Grados (Conference Room) by Ramón Martín Mateo (Faculty of Law):

  • Welcome by Associate Dean on Studies, Luis Martínez Giner.
  • UA Team and activities presentation by its coordinator, Macario Alemany
  • Basic guidance for the development of the sessions (Soledad Ruiz de la Cuesta)

Lecture by Prof. Santos Rojo, FlyHig International project coordinator: “Dipterous insects as a new source of animal feeding”.

Presentation of the results of the study on noise carried out by students from partner countries as follows

(15’-20’ per country):


Leave towards Club Social I. Students’ free lunch (They can bring food from home: they can picnic or eat at the Canteen tables)

Teacher’s meal: Self-service at Club Social.

Return to Salón de Grados(Conference Room)  Ramón Martín Mateo (Faculty of Law).

Presentation of the results of the study on noise carried out by students from partner countries as follows

(15’-20’ per country):


Presentation and summary by the UA representatives Antonio Martínez Lorente and Antonio de Murcia

Leave to meeting points with the UA guides: ”Campus walks”

5 groups (3 English-speaking and 2 Spanish-speaking)

End of UA Day. Return to IES Cabo de la Huerta on public transport.

Free time

Students have dinner with host families.

·    Teacher’s dinner at VillaKanela restaurant (Albufereta)


















Thursday 14 December




Departure by bus from IES Cabo de la Huerta towards the University of Alicante. Picking up of the UA team and departure towards Ibi.

Arrival at Museu de la Biodiversitat (Biodiversity Museum).

Activity organization and beginning of trips:

 Group 1 (English-speaking): guided visit of the Museum.

 Group 2 (Spanish-speaking): guided visit of the Biological Station of Torretes.

Group 1 (English-speaking): guided visit of the Biological Station of Torretes .

Group 2 (Spanish-speaking): guided visit of the Museum.

Return trip towards the university  and  IES Cabo de la Huerta

Students: Free time for lunch  and back home on their own.

Teachers: Lunch at “Mío Cid” restaurant





VENUE: Las Cigarreras

(Presenters: Carlos Peñas y Julia Cebrián. IES Cabo de la Huerta students)

Welcome speech: Vicent Berenguer (Principal of the school)

Institutional speeches :

  • Representative of the Regional Ministry
  • University of Alicante: Mr Juan Llopis (Vice Chancellor of International Relations)
  • Townhall: Mr Gabriel Echávarri (Mayor of Alicante)

Presentation of  the Educational Portal about Human Rights ( José Miguel Suárez

Presentation of  partners (students and teachers) : What did it mean to you being part of Erasmus+ HUMREV?

Presentation of the Methodological and Didactic Guide  “The Creation of a Protective Environment for the Rights of the Child”(University of Alicante : Macario Alemany)

Handing over of the money raised in the IES Cabo de la Huerta Solidarity Action to Doctors without Bordersby Vicent Berenguer, Principal of the school, and  Cristina Ricarte (teacher)

Musical Performance carried out by the IES Cabo de la Huerta teachers and students.

Reading of acknowledgments and Final Manifesto : Candela Bueno

Closing musical performance (teachers and students band: “Count on me”

Teachers’ dinner: “Los Labradores“ restaurant (City’s old quarters)











Friday 15th December

Departure by bus from IES Cabo de la Huerta towards EUIPO (European Union Intellectual Property Office):

Visit to EUIPO headquarters

Teachers meeting  at Centro Comunitario Playas:  final conclusions

Lunch: “Live”Paella  IES Cabo de la Huerta


Bio-dance Workshop by Lula Valero and Noelia Alonso: “We are all equal, we are all different”.

Free time

Farewell dinner for teachers: “Aldebarán” restaurant (Real Club de Regatas de Alicante)









Saturday 16th December

Sunday 17th December

Departure of Italian and German team

Alicante-Elche Airport/ RENFE Train Station

Departure of Polish and Finnish team

Alicante-Elche Airport









17. 11. 13
posted by: German Team
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Sunday (07.05.2017)
Arrival of the guests

At school we will have all the sessions in the room 701/702. The computer room 607 will also
be blocked for us during the mobility.
Safe transport and meals are provided by host families.
Please carry the telephone numbers and addresses of your hosts with you at all times.

Read More: German mobility schedule
17. 11. 12
posted by: Italian team
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Oct 15th -16th


Ferrara railway station transfer

Monday, Oct 17th

-Official opening of the mobility week at the IIS “Guido monaco di Pomposa” : the guest students and teachers were welcomed by the host school Vice Principal Mr Roberto Manzoli. After that, the Italian coordinator of the project greeted all the participants of the project and introduced two guests: Mr Stefano Adami the representative from the municipality of Codigoro in charge of the Economic Development, and a EU Project Manager at SIPRO Development Agency based in Ferrara, Mrs Chiara Franceschini, who talked about special ‘business incubators’ meant for young people.

After that the students of partner schools from Finland, Germany, Italy, Poland and Spain, presented their schools with 3-minute videos that were followed by the multimedia presentations, including interviews, about the Right to Work in each of the partner countries.

-At the end of the official part of the meeting a quick lunch at the swimming pool café next to the school.

After that, guest and Italian teachers and students went on an excursion to the Benedictine Abbey of Pomposa and to the naturalistic beach of Volano.

  • to integrate and introduce all the students and teachers participating in the project

  • to show some historic landmarks of the Po Delta territory.

  • the activities helped both students and teachers to get acquainted with each other in order to make it easier for further work on the project

- a slight technical problem concerning one of the presentations

Tuesday, Oct 18th

-The day was devoted to two visits strictly connected to the topic of the Right to Work: - in the morning a guided visit to the plants of Conserve Italia, a leader food company in Europe based in the surroundings of Codigoro. The visit was followed by a short meeting where more specific questions could be asked about the working conditions inside the factory;

- in the afternoon, after a quick lunch all together at a pizza shop, a guided visit to Co.Pe.Go, a shellfish cooperative company based in Goro, in the very Po Delta area, and to the fish market auction.

-On the way back to Codigoro, a quick visit to the 16th-c. Este Castle in Mesola.

  • to visit places where people work in order to encourage awareness of the different working conditions at a highly automatized factory and a cooperative system company.

  • to show some aspects of the Po Delta territory.

  • students had the opportunity to see and learn about different working


  • output of the activity: guest students’ essays concerning the topic of the Right to Work

Wednesday, Oct 19th

Morning at school:

- all students (guests and hosts) were gathered in a large classroom and presented the project “Words of the Human Rights and emotions” realized by an Human Science Italian teacher. In the first part of the project, students in groups were involved a game related to human rights/emotions and individual gestures. Guided by the teacher, students worked out a list of 17 words (e.g. freedom, diversity, respect, fear, creativity,…), writing them in the different languages, and then were asked to ‘show’ the words with their gestures.

- After the break, all guest students attended classes with their hosts.

Afternoon trip to Comacchio:

-guided boat excursion in the Lagoons and visit to the fishing stations, the ancient "huts" where fishermen lived when, in the past, they worked in these waters. -quick visit to the “Trepponti” the landmark symbol of Comacchio, the lagoon town.

  • to share and reflect by means of individual gestures on the values / non-values related to human rights

  • to show some aspects of the Po Delta territory.

- the activities contributed to:

- the general awareness of the Human Rights and the importance of their defence;

- know the harsh working conditions in the Po Delta territory in the past.

Thursday, Oct 20th

Morning at school:

-the second part of the project “Words of the Human Rights and emotions” took place in a special room where some students agreed to be photographed (by the teacher in charge of the project) while responding to an emotion /a human right word out of the list made the previous day.

- After the break we left by bus for Ferrara: a guided tour of the Este Castle. The visit to the historic building included the impressive prisons, which allowed teachers to make students reflect once again on the importance of human rights.

  • to share and reflect by means of individual gestures on the values / non-values related to human rights

  • to show the main city in the Po Delta area

- the activities contributed to:

- the general awareness of the Human Rights and the importance of their defence.

Friday, Oct 21st

Morning at school:

- Students, in mixed groups, were involved in an art workshop in the school hall, where they made posters about human rights.;

- later they all gathered in the school gym for an exciting sports activity : a number of team games organised by two PE teachers.

-The mobility week had its conclusion at the theatre in Codigoro with a farewell evening attended by all students and their host families: an amazing event of music, songs, dances, a school version of “Othello”, the video of the Polish mobility.

  • to involve students and teachers in a creative activity that expresses their perception of human rights

  • to make students share a moment of special fun and strengthen the sense of friendship developed during the whole week.

  • to involve students and families in an atmosphere of friendship and emotions.

  • The activities helped students to express their creativity in relation to human rights;

  • to share the value of friendship

Saturday, Oct 22nd


Ferrara railway station transfer.

17. 11. 12
posted by: Italian team
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HUMREV Project – The Right to Work: a EU overview - 2nd Mobility Week in Italy 16th-22nd October 2016

Questions Finland Germany Italy Poland Spain
Documents that establish the right to work -ILO (UN’s Internat. Labour Organization)- Constitution and working legislation -Constitution (Art.12 & 74)-Book of industrial law (1977) -Constitution (1948) Labour Code (1974) -Constitution-Statute of the Rights for Workers (1980)-Labour Reform 2012
Organizations that help people to find a job - public employment- business services -Job information centre (BiZ)- job orientation at school- “BOGY” - 3 main employment agencies: ADECCO,Obiettivo Lavoro, In Job -Labour Office-Employment Agency-Training Institutions-Social DialogueInstitutions-Voluntary Labour Corp -main employment office belongs to the Ministry-regional agenciesSERVEF (in the Valencian Community)
Current unemployment situation 7,2% (August 2016)10% youngsters aged 16-25Youth Guarantee provides work / education within 3 months of unemployment 4.2% (July 2016) 11.4% (July 2016)45% Youth unemployment rate (<25 years) Nearly 8% (2016)(10% in 2014) *19.5% (July 2016)45% Youth unemployment rate (<25 years)
Minimum age to get a job 15 yrs 14 only with parents’permission -13 to 14 yrs – easy work, max 2 hours/day-15 to 17 yrs : max 8.5 hours/day, 5 days/week- >18 : same rules as adults 16 years -16 yrs - part time job-18 yrs - full time job-Vacation jobs for teenagers 18 years16 to 18 with parents’ consent
Average retirement age 63-68 years - Official retirement age65 years- actual retirement age:61.8 years average(67 years from 2029) 66.7 years public employees65.7 to 66.7 private employees66.1 to 66.7 autonomous jobEarly retirement:41 years+10 months contributions (women)42 years+10 months contributions (men)2% less pay 60-67 for women65-67 for menMinimal amount of pension = 880 PLN 65.4 years67 in 2027
Minimum salary guaranteed for unemployed people - depends on family situation- € 399 – adult (single) For people who earn less than € 3,000/year 650 PLN – in first 3 months830 PLN – in next months 497 / month (without children)664.75(with children)
Maternity leave 9 months From 6 weeks before and 12 weeks after baby’s birth65-67% pay 1 month before and 4 months after baby’s birth 12 months – fully paid 16 consecutive weeks( 6 weeks are mandatory)
Sick leave <=10 days full salary>10 days min €24/day -70% pay-10 days extra holidays if kids are sick Pay regulated by collective agreements paid 80% of regular salary 1-3 days = % pay4-20 days=60% pay>21 days = 75% pay
Paid holidays 5 weeks/year (tied to income) Approx. 29 days/year 32 days (public employees) 20 days – <10 years’ work26 days – > 10 years’ work 35 weeks
Gender pay gap *2015:Woman’s euro=83c. *2006= 23%2015=21% On average Women have a lower remuneration: between 10 and 30% less. Men may earn even 1000 PLN more than women Almost 25% less
The role of trade unions An established part in institutionalised decisions -role of connection between workers and their employers-protect workers’ rights -consist of employees -protect workers’ rights -ensure the compliance of labour laws-organise demonstrations and strikes-fight for job security, good working conditions,decent wage levels


In every country the reference document for the right to work is the Constitution except for Poland where there is a Labour code.

The organizations that help people to find a job are mainly agencies that may be public or private.

The countries in the South of Europe have the higher unemployment rate according to the latest EU reports.

The minimum age to get a job is 14 years of age in Finland and Germany, while in the other countries it is between 16 and 18.

In all countries the average retirement age is 63-64.

In almost all countries (except Finland) there is a sum given to unemployed people.

The maternity leave is recognized in every country but it ranges from 4 to 12 months according to the collective agreements.

Sick leave is guaranteed but it is paid differently according to each country’s legislation.

Holidays are paid from a minimum of 20 days to a maximum of 35.

The gender pay gap is present in each country and it ranges from 10% to 30% less compared to men’s pay.

In all countries Trade Unions still play an important role in the protection of workers’ right.



17. 05. 16
posted by: Finnish team
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Question Finland Germany Italy Poland Spain

1. “Disabled” is a term, which can mean many things. How is the term defined in your country?

According to the Finnish law, a disabled person is a person who experiences longtime difficulties with everyday life because of a disability or a disease.


Brockhaus, Book of social law IX:

l  Congenital or aquired damage

l  Impairment of basic functions;

Continuation in social role;

Participation in society

l  Damage over 50% → Severe Disability

In Germany

l  Over 10 Million people  → ~ 12,5% of poulation

l  7,5 Million of them severely     → ~ 9,4%

In the common language terms like “impairment”, “handicap” and “disability” are usually used    as synonyms to describe a disabled person.  DISABILITY: The condition of  being unable  to perform as a consequence of mental  or physical disadvantage.  Someone who is disabled has an illness  or a condition  that restricts the way they can live. With the new I.C.F.  of  W.H.O.  the term “handicap” is not used anymore.

According to the Polish law (Polish Constitution 2nd April 1997) a disabled person is a person whose physical, psycho and mental condition, either long lasting or temporary one, limit or unable everyday life. In the past the term “invalid” was used, but it ment that this person was worthless so it was changed into “disabled”.

But still it is considered to be inaccurate so it is best to use the term “a person with disability”.

In Spain disabled are called “people with functional diversity”


2. Which laws do you have in your country that are related to the rights of the disabled?

  • According to the Finnish constitution all people are equal before the law, and nobody shall be treated in different way because of disability.
  • Non-Discrimination law:  In Finland proper adjustments  needed in the situation must be made for people with disabilities so they can be equal with other people.
  • November 1994, GG Art.3: „No one can be penalized because of ones disability“
  • July 2001, SG: Rehabilitation and Disability rights
  • May 2002GG: Law of equality for disabled people

There are different laws that guarantee the right of disabled students to attend the public school. However, the principle of the school integration was recognized only in the 70s.

  • 1948 : Italian Constitution underlined the idea of equality among people at school;
  • 1971:  Law n.118 : first law about people with disabilities appeared;
  • 1977:  Law n.517: added the “special educational needs teacher”;
  • 1992:  Law n.104: “Legge Quadro”. It gives a complete view for the integration at school, at work and in the society for people with disabilities.

  • POLISH CONSTITUTION 2nd April 1997

In Poland, legal protection of people with disabilities is above all guaranteed by the Constitution,which contains primary legal regulations on the protection of human rights, enacted in numerous acts and implementing regulations. Art. 2 of the Constitution reads that Poland is a democratic state which implements the principle of social justice. This principle demands protection of and assistance to the weaker by ensuring them a decent life and access to cultural goods.


The Convention aims to protect dignity of all disabled persons and provide them

with a possibility of limitless exercising fundamental human rights on par with fully able people.

1978: Democratic Constitution, 1982: Social Integration Law of Disabled People, 2006: Law for the promotion of personal autonomy and care for dependent people, 2013: General Law of Disabled People Rights and their Social Inclusion.

3. How has the societal position of disabled people changed in your country in the past few decades?

In Finland there was a law about disabled people not being  allowed to married. The law was written in 1929 and abolished in 1987.  There was also a law about sterilization of disabled people because society didn’t want to continue the spreading of disability. That law existed from  1935 to 1970. Developmental disability-law (1970s): regulations about special needs given for persons, whose development or mental activity has been prevented. UN’s disabled pact was approved in 2006 and became valid nationally in 2008. Finland didn’t ratify it until in 2016. Disabled people were able to go to school and work in the 1980s. Nowadays they have an assistant with them if they need any help at school.

  • November 1994, GG Art.3: „No one can be penalized because of ones disability“
  • July 2001, SG: Rehabilitation and Disability rights
  • May 2002GG: Law of equality for disabled people

4,100,000 people with disabilities in Italy today (about 6.7% of the population).


       Illness that affected mostly children at birth or at an early age;

       Accidents at work;

       Road accidents.   

      During the years, the number of disabled students has increased from 117,000 to over 200,000.

    Italy is the country where students with disabilities are more integrated in schools.

In the seventies disabled - as a result of a number of architectural barriers - rarely  left the house. They were almost invisible in society. Today, people with disabilities in the public space are more and more visible, not necessarily as a social welfare clients or patients of rehabilitation departments, or individuals who define in advance  their needs. Often these are people who do well. They are partners in our various projects every day. And it is indeed during these decades definitely a new quality.

The attitude of our society towards people with disabilities is clearly improving.

1978: Democratic Constitution, 1982: Social Integration Law of Disabled People, 2006: Law for the promotion of personal autonomy and care for dependent people, 2013: General Law of Disabled People Rights and their Social Inclusion.

4. Which organizations for disabled people exist in your country and what do they do?

Kehitysvammaisten tuki ry (Support for Disabled People) is operating in Finland regionally. There are also many organizations concentrated on one particular disability like Brain Injury and Support Foundation for Disabled Children.  Other organizations take disabled people and people with long term illnesses into consideration by having a special groups for them. For example, Finnish scout have the Sisu Scout for people who need special care when scouting. Sisu is Finnish for courage.

DRK (Deutsches Rotes Kreuz)

l  Support, care

l  Driving service

l  Support for familys

l  Helpline

l  Schoolassistent

l  Activitys


l  Evangelical facility

l  Special schools

l  Places to live

l  (Integration of refugies)

There are a lot of associations for disable people in Italy, the most important are:

  • National Association For Italian Disable (ANDI)
  • National Council About Disability (CND)
  • Italian Network of  Disability And Development (RIDS)

In Codigoro (our town) disabled people are supported by  different types of organizations; some of them are:

  • Il Faro
  • Le Dune di Sabbia
  • Il Germoglio

”Family Help Centers”, PFRON [government], ”Wielka Orkiestra Swiatecznej Pomocy”, ”Budzik”, ”Poza Horyzonty

COCEMFE Alicante, ONCE, Fundación Adecco, European Disability Forum, Cermi-CV

5. How are disabled people supported by the municipality and state in your country?

  • Social welfare
  • Health services
  • Hospital pays for medicines and aids for example: wheelchairs and crutches
  • Housing benefit: If a disabled person is able to move to his/her own home, municipality has to give him/her housing benefit.

These are supported by municipality

  • Government supports the employment of disabled people
  • For example they can work at storages or grocery stores
  • At work, they have a job coach to help them
  • If they aren’t able to work, they can get a disability pension
  • Municipalities organize recreations like clubs and hobbies
  • If they need to, they can get peer support, personal assistant, a shuttle service
  • They must have the possibility to get at least 30 hours of support a month

  • disability allowances
  • In Poland, there are social organisations which operate with the financial support provided by the State Fund of Rehabilitation of Handicapped People (PFRON) to arrange supported employment. The idea of supported employment, including professional assistance in obtaining a degree, finding a job and remaining on the job market accessible to all people, should be implemented on an increasingly wider scale, replacing forms of professional activity reserved exclusively for people with disabilities.
  • Municipalities give the opportunity to develop their hobbies, interests, abilities.
  • Nursing homes

Subsidy of mobility and compensation for the expenses transport, rehabilition, Special education and medical orientation.

6. What is working and studying like for disabled people in your country? How many percent of the disabled are working?

Special classes have been arranged for the disabled in normal schools and some of them can be in a normal class. They can have personal classroom assistant whom the school arranges for the student. A student can also have a right for personal help. The student’s home town is responsible for arranging it. The helper is granted by the law of disabled services. Kela (The Social Insurance Institution) can grant school transport benefit to a student whose one-way school trip is at least 10 km. The education organizer arranges the accommodation. Living in the organizer´s dormitory is free for the student.

In Finland disabled people have the same rights for studying and working as healthy people.  They go to comprehensive school just like healthy people and after that studying is optional. To get to a school they have to apply to a certain place that takes disabled people. For example Luovi takes some disabled people and if they don’t get in, they can apply to an activity center. There they do all kind of handicrafts.

In all of the places where disabled people go to study or to work there has to be a wheelchair ramp to help them to move around.

How many percent of the disabled are working?

In Finland it was estimated in 2010 that about 12,3% of the people are disabled. This equals to about 700 000 people. The  statistics about employment do not differentiate disabled from people with long term illness. The employment rate for this combined group was roughly 25% in 1998-2002, which means that 75% weren’t working at that time.

l  Special Schools

l  Equippment

l  Difficulty in finding work

l  Help for integration from the state:

→ extra payments

→ higher protection against dismissal

l  Equality

Disabled  people  at  school: In Italy the most significant laws in favour of integration say that children with disabilities can be included in regular classes: in fact in the past they had to attend “special schools”. 1977:  law n.512 that abolished the “special schools” and promoted an Individualized Educational Plan for disabled children. This educational plan is possible thanks to the introduction of the “special education teacher” that simplifies the integration of the children with disabilities in the class. The integration into school life is essential for the development of the ability and to become part of the society.

Disabled people at work:   Principle of aimed employment :  foresees that the placement of the disabled person has to respect the working capacities of the workers without penalizing the expectations of the employing company.     

About 21% of the disabled people have a job.

Disabled people in their working age but not able to work: 27%

Disabled women employment: 11%

Disabled men employment: 29%

Special Schools

Special classes with a personal classroom assistant

Individual teaching at school or home


More and more people with disabilities are studying at Polish universities.  In 2005, there were just over 9,000,  in 2007 - almost 20 thousand and in 2010 - almost 30 thousand.

In Poland there are nearly 3.4 million people with disabilities, including 2.1 million in the productive age. Of these works, only 465 thousand. (27.3%). Although every year, this ratio is improving, it is still far behind other countries in the European Union where employment of people with disabilities is about 50%

What makes it difficult to find work

  • variable law
  • prejudices
  • bad education
  • architectural barriers

The unemployment rate of disabled people was 4-9% greater than among the non-disabled in 2008-2014.

7. What are the problems faced by the disabled in your society? Are their human rights respected well? (Choose some Articles of Human rights)


Problems faced by disabled people in our society: In our society disabled people face lots of different kinds of problems in their everyday life. In the end every disability has one single problem: freedom restriction. Fortunately, our society guarantees concessions that help those people. We can find them in some articles of the United Nations document about Human Rights.

Main problems the disabled people face:

  • Rudness
  • Intolerance
  • Badly designed cities
  • Low budget

architectural barriers


Human Rights in a European Community of Values