As educators, we assume that every student can succeed, and we should support him or her in these endeavors.  Effective teaching of children and youth with Special Educational Needs and individualization of the learning process that stimulates development - requires appropriate competence on the part of the teaching staff.

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On the basis of surveys conducted with the pedagogical group in the School and Pre-School Complex and in partner schools, it turned out that teachers encounter many difficulties in implementing special educational needs of students resulting, among others, from: variability of organizational solutions at school, large numbers of students with SEN opinions in class branches, high diversity                of students' needs, lack of time in lessons resulting from the need to implement    a didactic program with all students, low predictability of effectiveness                 of undertaken activities, insufficient knowledge and skills in working with              a student with learning difficulties, low motivation of students to learn                and a sense of loneliness in meeting their needs.  Moreover, it can be seen from the school pedagogue's observation that pupils with SEN are characterized by low self-esteem.