Using the naming of left-wing environments – very appropriate in this situation – it should be stated that there was a "coming out" of the inclusion followers a fewer days ago. They revealed their actual face. The education manager, a perfidious tool for engineering and social control, stopped hiding under the mask of people carrying assistance to disabled students. "They came out of the closet" and showed globalistic intentions implemented from the highest level of EU governance.
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Inclusive ‘coming out’
Inclusion coming out of the closet took place from 17 to 18 March in Warsaw. This was attended by Dr. João Costa, manager of the European Agency for peculiar Needs and Inclusive Education, as well as representatives of the European Commission, UNICEF, OECD, respective Polish ministries, including representatives of MEN, held Conference on Inclusion for a fair, strong and competitive European Union. Copernicus discipline Centre in Warsaw opened doubles for EU decision-makers, who presented subsequent editions of the ideological task of inclusive education and “recommendations” for further years.
The European Area of Education covers increasingly national education systems without explicitly announcing that this is what is already happening. The Brussels hug chokes the autonomy of education through dense funding, encourages the implementation of foreign, toxic solutions, oversells the attention of educational authorities to objectives that have nothing to do with conventional teaching and education. This makes non-school schools, and teachers make irrational inclusive ideas. All staff – from education managers, teachers and more and more non-pedagogical staff related to the school – and students are forced to play the roles imposed on them in a performance called “inclusive education”. It is her step by step that destroys the remnants of discipline, requirements, ambition, healthy competition. It melts the school in an illusion imposed, and in addition to apparent, well-being.
When on January 21st under the walls of the Warsaw Citadel – during the gathering of all EU education ministers – shouts of parents' and teachers' opposition to inclusive education sounded, it seemed that the inclusion no longer covered any secrets. We will not know the course of political talks that took place at the time, but the second installment show organised under the Polish Presidency of the Council of the EU – in the form of a late completed conference at the Copernicus discipline Centre – it gives a lot to think about and surely does not inspire optimism.
Let's face it, it's worse than it sounds. The proverbial “shape” hid even more evil.
The message and presentation by Dr João Costa, manager of the European Agency for peculiar Needs and Inclusive Education, contained many crucial leads, any of which are worth decoding.
Entry arrest
We must act preventively – we heard – not only erstwhile something happens. Inclusion is simply a preventive system. It applies to all students: with peculiar needs, with migration experience, having problems with language barriers, discriminated against due to their sex or erstwhile they are having a hard time in their lives. So even without circumstantial reasons, preventively, you should include all students without exception and... without any alternative. The question is whether the proposed coercion of education including this inclusion, or whether it is already an inclusion detention, an oppressive strategy that raised the facade of equality to conceal its actual goal – the dominance achieved by the degradation of teaching?
– For politicians, I have good news. Children who are in contact with different peers build a better perception of the planet and become better people “The manager of the Agency has stated. "Better" and "worsty" as a substantive argument? A simple conclusion is that children with no contact with “different peers” will be inferior people. If so, to make them "better", they must be contacted by different peers. Or for their sake? Not necessarily due to the fact that this "presence" has not been defined at all. According to the inclusion, it is wonderful that the classes, for example, in half (or more percent), will be students with autism, foreigners who do not know Polish or socially inadequate. possibly they should be specially installed in schools for “presence” of pupils in normal.
What about science? It's not about her, it's about "better perception of the world." In this case, the definition of “presence” is clear – it is the perception of the planet according to a precepted, just a just imagination – like a “new wonderful world”.
Inclusion is... cheaper.
Dr. João Costa – not by accident the erstwhile head of the state-funded ministry – continued: – (...) something for ministers, especially finance ministers: believe that the implementation of inclusive education is “more cost-effective” than the creation of segregation schools. No, we haven't heard: more cost – effectiveThat's more like paying! No – giving hope for integration and chance in the future; not just and not equal even. simply – cheaper than peculiar education.
Segregating (discrimination, exclusion, anti-inclusive) is an invection that has been defined for years by peculiar schools dedicated to students with circumstantial disabilities. These facilities are equipped with specialized infrastructure and tools. They have an excellent staff of peculiar educators after 5 years of studies. They are more expensive, economically inefficient and as specified – according to inclusive education promoters – should disappear; this is simply a clear, although not explicitly stated, intent of inclusion.
What about the students of these schools? Forced in many cases, they will not be able to cope in mass school, but they will not be able to teach another students. But if it is assumed that the nonsubjective is an inclusive society alternatively than well-educated, then everything becomes clear. The inclusion pays double – it is cheaper and faster to transform society into a destabilized, diverse crucible.
Alert for home education!
Director João Costa then pointed out the request to include students who stay outside the strategy of authoritative education – they are between 0.1 and 7% in various European countries. According to the policy, this should be addressed through various mechanisms, including financial ones.
This already sounds like a threat and should be a serious informing to Polish parents. Is the aim to be, for example, the German model, where home education has been banned? Are all non-official schools – including social schools, spiritual schools – to automatically vanish starving, due to the fact that that is the way to combat utilizing financial mechanisms?
When we hear discussions in Poland about the backing of educational institutions, about quality controls in non-public schools, about local reservations about the allocation of funds to circumstantial schools, let us stay vigilant! The European Area of Education does not like those who, outside the system, rise their children to think and freedom.
Including formatting and censorship
Now for the teachers. "We have insufficient teaching staff. We request to train teachers to deal with the reality that surrounds them, in specified diverse classes." Permanent training is already introduced present according to EU head formatting matrices in a pro-inclusive direction. Educators propose how a teacher is expected to “handle reality”, that is, school chaos: by reducing requirements, eliminating grades, giving up self-education (no homework), limiting competition and inhibiting ambition. Everyone wins competitions and competitions where no awards are awarded – participation is important, not success. Everybody's in the next class, equality is important. As part of training teachers are besides offered a supervision, after all, a burnt-out educator is not useful to the pier.
– We live in a time of polarization. We know that in any places democratic values are eroded, and that is how hatred or encouragement for segregation comes in. We cannot say that we defend inclusive education, but at the same time we say: we don't care about hatred speech – continued EU policy. Thus promoters of "innocent" education including fall into the global, neo-Marxist task of murderism and censorship.
In Poland, its foundation was erected in Warsaw on the celebrated Mysiej Street, which housed the Main Office of Press Control, Publications and Widowisk. The remediation of the office set up by the communists as early as 19 January 1945 (at first under another name) is just happening before our eyes, only in a much worse edition. Now, alternatively of establishing an office, it is adequate to modify the law – which has just begun by voting through the lower parliament of 876 seismic printing. The task concerns the extension of protection against hatred speech and hatred crimes, which are motivated by discrimination on grounds of disability, age, sex and sexual orientation, by complementing the catalogue of circumstances incriminating with respect to punishment. The draft voted by the Sejm and the legislature is presently waiting for the president.
The signal given by the Inclusive Education Agency, so far in line with the spirit of combating the alleged hatred speech, makes the political context of inclusion and the function of its legislators clear.
Data collection is not a conspiracy theory.
– During the last Council meeting, the subject of collecting and collecting data on pupils, efficiency and opposition to changes was discussed. If we don't have the data, we won't be able to act, we'll be able to introduce solutions. – we heard then. erstwhile years ago experts of the School Protection Movement pointed out the danger contained in the basic Polish paper on education including 2020, "Education for All", where the collection of student data on a peculiar platform and access to it from the EU level are mentioned, this seemed to be a conspiracy theory.
Today we are listening to the essential collection of data already from the mouth of the EU decision-maker – as a clear necessity without which we cannot act. We have the answer: do not introduce these solutions and do not act! but that's not the point. The data ensures full control from the office level, located within the EU structures; in the superministerial capacity to take full control of the European Education Area.
Worse still, in a akin spirit about the necessity of collecting data about students, the manager of the Polish Educational investigation Institute, Dr Maciej Jakubowski, besides spoke. At his hand, the Institute is presently carrying out a improvement of the programming bases on behalf of MEN. It started with the postgraduate profile, which was protested by many educational experts, among others, due to the incentives contained there to format the student according to the pre-set model.
EU Directives
The presentation of the manager of the Agency, João Costa, concluded the alleged recommendations, namely the instruction, or, in fact, the directive. Words specified as:
- We must include our ingenuity indicator; if we think only in the only context, we will overlook many students.
- Based on evidence.
- Cross-sectoral cooperation is needed. Inclusive education includes, for example, what the cities where schools are located look like.
- There is simply a link between education and global affairs; people are increasingly aware that immigration contributes to an increasingly diverse environment.
- A fresh training strategy for teachers is needed. They should be better prepared for inclusive education from the start. They don't should be experts right away, but they should know what resources are available.
- It is worth redesigning the grammar of the school: everything is resources, including another students.
- Kindergarten is mostly very inclusive. Why isn't that in advanced school? Let's get back to the kindergarten approach.
Does anyone truly think that this is about disabled students and their inclusion?
This is simply a short historical communicative of what inclusive education is now and how far it can no longer be identified with a disabled student whose problems have already melted into an ideological inclusion project; a communicative written by this intercessor project:
"A careful analysis of the definition of inclusive education alone allows for certain generalizations regarding the transformation of this form of education... In a somewhat simpler way, 4 basic stages of its improvement can be identified. The first focuses on the location of pupils with disabilities in the area of a public institution and on their peculiar support, and the second on gathering the educational needs of pupils included without the another participants in the education and training process. Only in the 3rd phase were the needs of all students in the class noticed, including those who do not require peculiar intellectual and pedagogical assistance or specialized training methods. The 4th phase shows an education involving, in a broadly understood perspective, the natural culture of school, based on diversity, the maintenance of equality and justice and the removal of all barriers to inclusion” [for: Edyta Widawska, Zenon Gajdzica, “School accessible to all” IBE, 2024, issued by UNICEF Office for consequence to exile Needs in Poland].
Education without science
During the two-day gathering in the framework of the “flag” conference on inclusive education, there was no mention of... school education.
Clearly, specified inclusive education has nothing to do with discipline and knowledge. It is not about this “holistic school”, accessible, inclusive and equal. Programs, evaluations, requirements, healthy motivational competition were challenged.
Just as socialist democracy had nothing to do with democracy, so inclusive education does not coincide with education. This applies both to students with disabilities and to students in average – the school is no longer expected to teach them! So what's it for?
From Welfare to Control
The “school-wide, system-wide and holistic approach” has been subject entirely to idol welfare. On the second day of the conference, there was talk of a change in the learning paradigm, about a "well-being school" and about the adoption of a "health-promoting approach". This was peculiarly acute on the example of France, where 1 of the priorities of the Ministry of Education – in addition to the results of teaching – is to advance health, especially mental. Let us add that the same provisions were included in the educational policy in force for the school year 2024/2025 in Poland – there is indeed a marginal and as though reluctant talk about inclusion and health, especially mental.
But that is not the end. The conference revealed the second bottom of an ideological plan. Claire Bey, a typical of the Ministry of Education of France, made an highly dangerous message on wellness promotion: "We would like to make a comprehensive framework to control not only wellness but besides the full environment. So it's about modernising the full educational community.
An inclusive society cannot be built without control, control, collection of delicate data and without state interference in areas belonging to the family, as well as sexual education! – or religion.
So understood wellness promotion is served by the subject introduced to Polish schools – wellness education. So far, thanks to parents' resistance, it is voluntary, but EU trends clearly indicate its intended obligation.
In France, 9 ministries participate in the psychosocial skills improvement task for children, and the strategy set out for 15 years is considered a "generational target". It is worth noting that alleged cross-sectorality (read: the goal of subjecting education to another ministries, with the Ministry of wellness at the head) is besides promoted to Poland – according to the same "recommendations", i.e. the EU matrix. This is widely described by the interlude advocates, besides in the above-mentioned publication "School accessible to all".
Anti-education objectives
So are we not right to fear in Poland fresh items constructed according to the patterns promoted in the European Area of Education – like wellness and civic education? The assumptions of these subjects depart from the cognition based on facts, smuggle toxic content (climate, planetary diet, promotion of sexual deviations, LGBTQ+ ideology), advance an ideological imagination of the planet and alleged affluence; a deed which is not only an effective action, but besides – and possibly above all – the ability to influence another people and accomplish goals, without determining in which strategy of values these goals should be located, and thus – to which the student is to pursue, beyond his own welfare.
The wellness education model – as recommended by the EU – is to be based on the WHO wellness definition in Poland from 1 September 2025, where wellness is not only a deficiency of illness or disability, but a sense of well-being.
Thus, wellbeing – i.e. subjective sense of satisfaction of the student with his physical, intellectual and social condition – is to affect not only the full school, including pedagogical staff, psychologists, educators and another staff of the institution, but besides parents and another students.
Goodness alternatively of knowledge; subjective feeling alternatively of nonsubjective facts; laws alternatively of duties; petting the student alternatively of judging to control his emotions, reflexes, urges and then control them – these are the indicators of the future school in Poland, according to the programming assumptions revealed gradually by Minister Barbara Nowacka, which are to enter Polish schools from 2026.
Risky project: peer support
One of Polish inclusion projects, "Equally supported youth intellectual wellness (peer support)" – on budget 41 070 480 PLN – was referred by the MEN typical on the second day of the conference. manager Elżbieta Neroj has been actively implementing inclusion in the Polish education strategy for respective years in cooperation with the Agency for peculiar Needs and Inclusive Education.
The task has been co-financed to a large degree by the EU and will be implemented by the Foundation for the improvement of the Education strategy in partnership with the Ministry of National Education and the Foundation for the "Prime Education Institute".
“ The aim of the task is to make and test in schools a method of support for students in intellectual crises based on peer support, the alleged method of peer supportwhich involves: coordinators (psychologists and school educators), and Schoolworkers (students)’ The task will affect 400 psychologists and educators (as coordinators) in 200 secondary schools.
Here is simply a description of tasks for students – Schoolworkers: "The primary function of the second is to identify peers in request of assistance, to talk to them and, above all, to study the problem to the coordinating person. specified activity of decently trained teenagers is intended to make a good atmosphere at school – conducive to talks about pains and emotions, as well as preventing stigmatisation and isolation. The climate of openness and empathy built by peers is better motivated to search help."
Peer support, or peer support, is simply a method that is gaining considerable popularity around the planet due to the dissemination of intellectual wellness topics and expanding needs in this area. It involves common support for those who are in a akin situation or face akin problems. It can besides be given by those who have overcome their own difficulties, e.g. from depression, and then aid those affected by a akin problem. common emotional support, sharing experiences or providing applicable assistance in hard situations has so far been for adults and has been based on full voluntaryity, and above all on awareness of the challenges and mature readiness to take them. It's the rule of all form of successful volunteering.
In the case of the task discussed by the MEN representative, the situation is completely different. This is simply a kind of experimentation that is intended to cover schoolchildren and take place simultaneously in many educational institutions as part of the school hours. The very presumption raises serious doubts, as it is linked to the crucial conditions that the regular relation between colleagues and between students and teachers and psychologists or school educators creates. There are no key determinants: distance, anonymity, possibly full voluntaryness and selflessness. It is hard not to remember the additional points “for volunteering” erstwhile recruiting for studies. These principles are communicated to encourage those in request to participate in various forms of peer support: chat rooms, anonymous support groups, contacts through portals moderated by professionals and another forms. peer support.
The scale of this experimentation gives emergence to anxiety, after all, there is talk about "testing the method". It is to be covered by around 3.2% of the advanced primary institutions – 200 schools at 6 370 existing in the school year 2023/2024, after deducting peculiar schools who adapt to work. The rules of the current recruitment of specialists to make tools for the implementation of the project, as well as the way in which the institutions active are selected, are not clear. The method of selecting students sufficiently resilient and ready for this form of assistance has not been revealed to take on the function schoolworkers; The function they would like to be conferred on them by ‘coordinators’.
There is besides a question of parents' consent to including their underage children in the implementation of a task that involves serious work and can exposure them to strong emotions of their own. A risky experimentation involving burdening the student with co-responsibility for helping colleagues in the crisis may prove to be a origin of deep stress and trauma for susceptible people. akin projects were implemented in respective districts of Warsaw recently. However, we do not find clear conclusions and investigation based on them. Are they encouraging to proceed this experiment, or is it the opposite?
Without negating the request to support pupils in an expanding crisis, it is essential to first consider and inform the public and above all the parents concerned, given the crucial interference of the task in the parents' rights to rise children and the crucial impact on their wellness and safety.
The parents of students from schools who will participate in the experimentation should be curious in the MEN's plans and should respond attentively to the empathic slogan of peer support.
Part of the task will be an application to aid “fast respond” to problems with a colleague. The student will become a fellow “signalist” with modern possibilities. Who will verify these signals? What mechanisms and a fresh kind of peer relation will this tool run? The application is to be, as the manager of Elżbieta Neroj, a preventive alternatively than intervention tool. Isn't that what we have heard from the European Agency's quoted manager on inclusion? The prevention can be justified, as can be seen, by any oppressive method and applied at its own discretion. In addition, the argument that smartphones at school cannot be abandoned is gained by additional supporters – students and psychologists providing aid as part of peer support.
The European Education Area is coming
Dependence on the assistance of psychologists and educators and another non-teaching staff, specified as intercultural assistants – besides financed from outside Poland, by UNICEF – is part of an inclusive plan to redesign the school. This is an crucial way of distracting the student, teacher and parent from the primary and overarching goal of the school – science; and redirecting it to fresh inclusive goals, including wellness (in this case mental), "support networks", "social skills", permanence and, of course, wellbeing. The educational facility aims to convey knowledge, and the student's attention should focus on its acquisition. However, the inclusion violently storms this order before our eyes. The “Flag” conference of the Polish Presidency in the EU proved this very clearly, leaving no illusions.
The European Education Area takes over the Polish school through the backing of inclusive projects, fresh posts, formatting teacher training, modeling courses, changing programme bases and innovative curricula and assessment systems.
The fresh inclusive planet – like the Orwellian projections – begins to appear from the shadows. possibly its anonymous creators felt that it was time to accomplish this level of weakening of the instinct of freedom and self-thinking, manipulation through fear, social engineering, media control, the improvement of cyber tools, and the erosion of belief that their task could be implemented.
However, everything remains in the hands of those who do not believe that there is nothing to be done. In our hands.
And under the Eye of Divine Providence.
Hanna Dobrowolska
School Protection Movement, Coalition for the Salvation of the Polish School
www.Save School.pl
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