Katarzyna Ćwirynkało

Developments in the practice of inclusive education have led to significant increase of the expectations of a teacher having professional competence. The hitherto ‘two-track’ professional preparation of teachers for their professional role in mainstream and special schools should be replaced by the preparation that enables each teacher to achieve high educational outcomes for all students, including students with disabilities. The aim of the study was to analyze early education teachers’ assessment of their own professional competence to educate students with and without disabilities. A total of 130 teachers participated in the study, in which a diagnostic survey method (Perceived Teacher Professional Competence Questionnaire and Sociodemographic Questionnaire) was applied. The results indicate that both having a background in special education and having experience working with students with disabilities were associated with higher levels of evaluation of a teachers’ perceived competence to work with students with disabilities.

Objective The article presents research findings whose aim was to understand the lived experiences of fathers with intellectual disabilities referring to child protection proceedings they were involved in as fathers and the meanings ascribed to these experiences. Background Parents with intellectual disabilities face a high risk of having their children removed and being involved in child protection procedures. The overwhelming majority of studies focus on mothers. Little do we know about fathers' perspective. Method This study applies a qualitative approach, using in‐depth interviews and interpretative phenomenological analysis to explore the experiences of 14 fathers with intellectual disabilities who were involved in child protection procedures concerning their children. To allow a deeper understanding of the lived experience of the participants, it includes both fathers who lost custody of their children or were threatened with loss of custody. Results In the process of analysis, four main themes emerged: (a) adverse experiences, (b) a range of emotions—between despair and giving up, (c) lack of control, and (d) advocacy in promoting their own rights. Conclusion Fathers with intellectual disabilities reported being discriminated against on the basis of sex and disability in child protection procedures. Nonetheless, they were determined to fight for their parental rights. Implication s It is important to focus on gender in research into parenting by people with intellectual disabilities. This will create an opportunity to learn about the needs and problems of mothers and fathers and to provide adequate support.