The diagnosis of a blind and visually impaired child requires many competences, extensive knowledge, skills and experience in very diverse, highly specialized areas from special teachers. The apparent sense of achievement of full competence by special teachers may be the source of many negative phenomena. One of them is the vision of their omnipotence, which in turn entails the phenomenon of positive and negative power in special education In working with pupils with visual impairments, in which sight conditions are often progressive and changes are dynamic, the phenomenon of omnipotence and power of specialists is a threat to the reliability of a child's functional diagnosis.
Małgorzata Paplińska, Ph.D. - lecturer at The Maria Grzegorzewska University in Warsaw at the Laboratory of Visual Impairment Pedagogy. Her main areas of academic interests are the development of tactile perception and the specificity of reading by touch, the use of educational assistive technologies in the education and communication of persons with visual impairment, the levelling of educational opportunities for children with disabilities. Co-founder and Vice President of CEDUNIS Foundation, an NGO that diagnoses children with visual impairments. Author of numerous publications devoted to the education and rehabilitation of people with visual impairments, including on reading Braille code and the provision of equal access to educational opportunities for students with visual impairments.