The measures aimed at meeting developmental and educational needs of children and young people at mainstream preschool education institutions and schools include: 

• various types of psychological and educational support provided in nursery schools, schools and other educational institutions, supplemented with the support offered at counselling and guidance centres; 

• early childhood development support; 

• adaptation of curricular content, educational requirements and the organisation of education and methods used in the work with the pupil to their individual needs and abilities; this includes: 

  • the choice of the national core curriculum for general education; 

  • adaptation of educational requirements; 

  • special needs education; 

  • individualised one-year preschool preparatory classes or individualised teaching/learning programme; 

  • an individualised learning path; 

  • exemption from selected classes; 

  • participation in compulsory one-year preschool preparatory classes, full-time compulsory school education or full-time compulsory education (in school or non-school settings) in the form of one-to-one or group rehabilitation-and-education classes; 

• adjustment of the timing of entry into preschool or school education and the duration of education: 

  • earlier entry into full-time compulsory school education; 

  • deferred entry into full-time compulsory school education; 

  • the duration of an education stage extended for pupils with a disability; 

  • the period of education shortened for pupils who are socially maladjusted and at risk of social maladjustment; 

  • promotion to a higher school grade during the school year; 

  • an individualised learning path; 

• adjustment of conditions and forms of external exams. 

The following types of public and non-public mainstream and integration institutions are required to employ so-called teachers-specialists, including educationalists, special education counsellors, psychologists, speech therapists, educational therapists and careers advisers: 

• nursery schools; 
• primary and post-primary schools (general secondary schools, technical secondary schools and stage I sectoral vocational schools); 
• art schools providing general education at the level of primary or general secondary school; 
• school compounds comprising nursery schools or schools listed above. 

The total number of posts (in full-time equivalents, FTE) for the categories of teachers-specialists listed above should be adjusted to the needs of children and young people, but it may not be lower than that specified in the legislation; see the table below. 

 

 

 

Number of pupils	Total number of posts (in FTE)
101 and more	2 FTEs + 0.2 FTE for every 100 pupils
Between 51 and 100	1.5
Between 41 and 50	1
Between 31 and 40	0.8
Between 21 and 30	0.6
Between 11 and 20	0.4
Between 1 and 10	0.25

(Source: Standards for the employment of teachers-specialists, Ministry of National Education; website available in Polish) 

(Art. 42, Act of 26 January 1982, The Teachers’ Charter, as subsequently amended / Ustawa z dnia 26 stycznia 1982 r. – Karta Nauczyciela, z późn. zm.) 

 

Definition of the target group(s)

Support instruments for all pupils 

Each pupil has the right to participate in an individualised learning process. Teachers are required to individualise their work with each pupil during classes. 

(Art. 44c, section 1, School Education Act of 7 September 1991, as subsequently amended / Ustawa z dnia 7 września 1991 r. o systemie oświaty, z późn. zm.)

Pupils have access to healthcare and dental care services at their school until they reach the age of 19 years. However, as an exception, preventive healthcare is provided to pupils with a statement of special educational needs (SEN statement) until they finish a post-primary school. 

Public schools are required to ensure that pupils have access to a preventive healthcare and primary care room. 

(Act of 12 April 2019 on Healthcare Services for Pupils / Ustawa z dnia 12 kwietnia 2019 r. o opiece zdrowotnej nad uczniami). 

Support instruments for selected groups of pupils

Psychological and educational support 

Psychological and educational support is available to pupils who have been identified as needing support. All institutions of the school education system are required to provide such support. 

Although the national legislation does not provide a definition of special educational needs, they are understood very broadly. They are determined by the needs of a child, a pupil or a learner. 

Special needs may result, in particular, from:

• disability;

• social maladjustment;

• risk of social maladjustment;

• behavioural or emotional disorders;

• specific aptitudes;

• specific learning difficulties;

• competence deficits and verbal communication disorders;

• a chronic illness/long-term condition;

• crisis or traumatic situations;

• educational or school failure;

• child neglect resulting from the financial situation of the pupil and their family, ways of spending free time and contacts in the home environment;

• adaptation difficulties due to cultural differences or the change of the learning environment, for example, upon return from abroad.

The child receives psychological and educational support on the basis of:

• an assessment of the child’s needs by the teacher conducting classes, class tutor or a specialist;

• an opinion identifying the need to provide such support, issued by a public or non-public counselling and guidance centre;

• a statement of the need to provide such support, issued by an assessment committee in a public counselling and guidance centre.

Support can also be provided on the initiative of:

• a parent;

• the pupil concerned;

• the head of the nursery school or school (or another educational institution);

• a teacher assistant;

• a Roma education assistant;

• a school nurse (referred to as an educational setting nurse) or a school hygienist;

• a social worker;  

• a court custodian;

• a family assistant;  

• a non-governmental organisation;

• an institution or entity working for family, children and young people.

Specific learning difficulties

The groups of pupils who receive support within the school education system include pupils with specific learning difficulties.

Specific learning difficulties: 

• are identified only for pupils with normal intellectual abilities; 

• result from their specific perceptive-and-motor and cognitive characteristics; 

• are not caused by neurological conditions.

(Art. 3, section 33, Act of 14 December 2016, The Law on School Education, as subsequently amended /ustawa z dnia 14 grudnia 2016 r. ‒ Prawo oświatowe, z późn. zm.). 

Specific learning difficulties are diagnosed and confirmed in an opinion by specialists working in a counselling and guidance centre.

Opinions on specific learning difficulties are issued by counselling and guidance centres:

• public centres; and

• non-public centres which are established under Article 168 of the Law on School Education and employ specialist with qualifications required of specialists working in public centres.

(Article 127, section 11, The Law on School Education)

Opinions on specific learning difficulties can be issued to pupils:

• not earlier than after Grade III of the primary school;

• not later than upon completion of education in the primary school; and

• only in duly justified cases, to a pupil of a post-primary school. 

(Regulation of the Minister of National Education of 22 February 2019 on the assessment, eligibility for assessment and promotion of pupils and learners in public schools, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 22 lutego 2019 r. w sprawie oceniania, klasyfikowania i promowania uczniów i słuchaczy w szkołach publicznych, z późn. zm.)

Particularly gifted pupils

The target groups also include particularly gifted pupils. However, the legislation does not define their specific aptitudes. 

Special education

Special education or special educational needs (SEN) education is provided to the following groups of children and young people who require special organisation of the teaching and learning processes and special working methods:

• children and young people with disabilities: 

  • with a mild, moderate or severe intellectual disability: 

  • deaf;

  • with hearing impairment;

  • blind;

  • with visual impairment;

  • with a motor disability, including aphasia;

  • with autism, including Asperger’s syndrome;

  • with multiple disabilities (at least two of the types of disability listed above);

• socially maladjusted children and young people;

• children and young people at risk of social maladjustment.

Special education is provided to pupils on the basis of a statement of special educational needs (SEN statement) (referred to in the national legislation as ‘a statement on the need to provide special education’). A SEN statement sets out recommended forms of special education, depending on the type of disability, including the degree of intellectual disability. (A statement is a legally binding decision-type document, as opposed to an opinion, which is a recommendation-type document).

(Article 127, Act of 14 December 2016, The Law on School Education, as subsequently amended / ustawa z dnia 14 grudnia 2016 r. ‒ Prawo oświatowe, z późn. zm.)

(Regulation of the Minister of National Education of 9 August 2017 on the conditions for the provision of education and care to children and young people who are disabled, socially maladjusted or at risk of social maladjustment, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków organizowania kształcenia, wychowania i opieki dla dzieci i młodzieży niepełnosprawnych, niedostosowanych społecznie i zagrożonych niedostosowaniem społecznym, z późn. zm.)

Rehabilitation-and-education classes 

Children and young people with a profound intellectual disability participate in the compulsory preschool preparatory year and in full-time compulsory school education and full-time compulsory education (in school or non-school settings) in the form of rehabilitation-and-education classes. Such classes are organised: 

• on a one-to-one basis or

• for a group of pupils. 

Children and young people attend such classes based on a statement of the need for such individualised or group activities.

(Article 36, section 17, The Law on School Education)

(Regulation of the Minister of National Education of 23 April 2013 on the conditions and organisational arrangements for rehabilitation-and-education classes for children and young people with a profound intellectual disability / Rozporządzenie Ministra Edukacji Narodowej z dnia 23 kwietnia 2013 r. w sprawie warunków i sposobu organizowania zajęć rewalidacyjno-wychowawczych dla dzieci i młodzieży z upośledzeniem umysłowym w stopniu głębokim).

Individualised preschool preparatory year and individualised teaching/learning 

Individualised preschool preparatory year or individualised teaching/learning is available to children and young people who, due to their health condition, are unable or would find it particularly difficult to attend a nursery school, an alternative preschool education setting or a school. This arrangement is based on a statement of the need for such type of provision.

(Regulation of the Minister of National Education of 9 August 2017 on individualised compulsory one-year preschool preparatory education for children and individualised learning programmes for children and young people, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie indywidualnego obowiązkowego rocznego przygotowania przedszkolnego dzieci i indywidualnego nauczania dzieci i młodzieży, z późn. zm.)

 

Specific Support Measures

All children and young people, including those who have a statement of special educational needs (SEN statement), can attend mainstream nursery schools and schools. The decision is taken by the child’s parents or the adult learner.

A public primary school may not refuse to take a child who lives in its catchment area. 

Assessment of progress, promotion, and mid-year (end-of-semester) and end-of-year assessment

The statutes of a school lay down detailed arrangements for internal pupil assessment.

When giving mid-year (end-of-semester) or end-of-year marks for behaviour to a pupil with diagnosed developmental disorders or disfunctions, teachers should consider the impact of such disorders or disfunctions on the pupil’s behaviour, based on:

• a SEN statement; or

• a statement recommending individualised learning; or

• an opinion from a counselling and guidance centre, including a specialist centre.

If the mid-year or end-of-year assessment (or end-of-semester assessment in a post-secondary school) shows that due to the level of their learning achievements, the pupil will be unable or will find it difficult to continue education in a higher grade (or a higher semester in a post-secondary school), the school is required to provide conditions for the pupil to bridge the gaps in learning.

Teachers are required to adapt educational requirements to the pupil’s individual developmental and educational needs and psychological and physical abilities. This principle applies to all types of mainstream, integration and special schools.

Educational requirements are adapted on the basis of:

• statements: 

  • a SEN statement and recommendations in the individualised education-and-therapy programme;

  • a statement recommending individualised learning;

• opinions:

  • an opinion from a counselling and guidance centre;

  • an opinion from a medical doctor on the pupil’s limitations in performing specific physical exercises during physical education classes.

• an assessment carried out by the teacher or specialist conducting classes for the pupil.

For example, the following adjustments can be made to methods and forms of work with the pupil to address their needs resulting from difficulties or developmental disorders:

• adjusting the method of communication with the pupil;

• extending working hours where necessary;

• dividing the material into smaller segments, reducing the number of tasks to be performed, and increasing the number of exercises and revisions;

• making frequent references to specific examples, and applying a heuristic method which promotes multi-sensory cognition;

• using additional teaching resources and technical equipment;

• repeating rules applicable in the classroom, setting clear limits or boundaries and ensuring that they are respected.

The progress made by pupils in special education is measured in a multifaceted specialist assessment. Such an assessment: 

• is carried out by teachers and specialists conducting classes for the pupil; 

• allows them to develop and, subsequently, modify an individualised education-and-therapy programme for the pupil.

Education of pupils with a moderate or severe intellectual disability at all education levels is specific insofar as: 

• descriptive assessment is used for pupils; 

• pupils’ achievements in each area of pedagogical and rehabilitation intervention are planned on an individual basis.

The rules for promotion and assessment of disabled pupils with normal intellectual abilities and pupils with a mild intellectual disability are the same as for pupils without a disability.

Pupils are promoted to a higher grade by a decision of the school’s teaching council if they have received, in accordance with specific criteria, positive marks for all compulsory subjects and classes (except subjects and classes from which they have been exempted). 

A pupil who has not been promoted to a higher grade (or to a higher semester in a post-secondary school) repeats a given year (or semester).

For a pupil with a SEN statement attending an integration class or school, a mid-year or end-of-year mark for classes is given by the teacher conducting the classes, after consultation with a teacher employed to co-conduct classes. The same rule applies to mainstream classes and schools where a teacher is additionally employed to co-conduct class for pupils holding a SEN statement. For details about teachers co-conducting classes, see Additional staff below. 

In a school at a district education centre, juvenile detention centre or juvenile shelter care home, the class tutor gives mid-year and end-of-year marks after consultation with teachers and tutors of this institution.

Pupils in primary schools (including schools within district education centres, juvenile detention centres or juvenile shelter care homes) can also be promoted to a higher grade during the school year if they:

• have a SEN statement,

• follow a curriculum with at least a one-year delay,

• obtain positive marks in the school’s internal assessment system for all compulsory classes and classes in an ethnic/national minority language or the regional language,

• are considered capable of learning curricular content of two grades within one school year. 

A pupil with a moderate or severe intellectual disability who has a SEN statement is promoted to a higher grade and finishes the school based on a decision of the school’s teaching council. In its decision, the council considers recommendations made in the pupil’s individualised education-and-therapy programme. 

(School Education Act of 7 September 1991, as subsequently amended / Ustawa z dnia 7 września 1991 r. o systemie oświaty, z późn. zm.; Regulation of the Minister of National Education of 22 February 2019 on the assessment, eligibility for assessment and promotion of pupils and learners in public schools, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 22 lutego 2019 r. w sprawie oceniania, klasyfikowania i promowania uczniów i słuchaczy w szkołach publicznych; z późn. zm.)

Psychological and educational support (counselling and guidance)

Each institution in the school education system (a nursery school, alternative preschool education setting, school or another establishment) is required to provide psychological and educational support to children and young people attending them, and their parents and teachers, in line with individual needs identified. The legislation lays down arrangements for the provision and organisation of such support in public nursery schools, schools and other public educational institutions.

(Regulation of the Minister of National Education of 9 August 2017 on the rules for the provision and organisation of psychological and educational support in public nursery schools, schools and institutions, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie zasad organizacji i udzielania pomocy psychologiczno-pedagogicznej w publicznych przedszkolach, szkołach i placówkach, z późn. zm.)

Such support is also offered by counselling and guidance centres. The legislation lays down arrangements for the provision and organisation of support in public counselling and guidance centres.

(Regulation of the Minister of National Education of 1 February 2013 on the detailed operational rules for public counselling and guidance centres, including specialist centres, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 1 lutego 2013 r. w sprawie szczegółowych zasad działania publicznych poradni psychologiczno-pedagogicznych, w tym publicznych poradni specjalistycznych, z późn. zm.).

The school head employs teachers and specialists providing psychological and educational support:

• in consultation with the body administering a given nursery school or school (or another educational institution); and

• based on the identified needs.

Once they have identified the need to provide psychological and educational support, a teacher, class/group tutor or specialist:

• immediately offers support in ongoing work with the pupil;  

• informs thereof the person responsible for the coordination of psychological and educational support:

  • the pupil’s class tutor: in a school or another institution within which a given school operates;

  • the head of the nursery school or another institution: in a nursery school or another institution which does not comprise a school; or

  • another person appointed by the head.

The support coordinator determines:

• the forms of support to be provided;

• the period during which support will be provided;

• the number of hours allocated to each form of support.

The pupil’s parents or the adult learner concerned are informed about the need to provide psychological and educational support.

Pupils and adult learners receive psychological and educational support on a voluntary and free-of-charge basis.

The class tutor or the head of a nursery school or school (or another institution) collaborates with the pupil’s parents or with the adult learner in planning psychological and educational support to be provided. Depending on the pupil’s or adult learner’s needs, the school head or the class tutor also collaborates with:

• other teachers, tutors and specialists working with the pupil or adult learner,

• a counselling and guidance centre,

• a school nurse (educational setting nurse),

• a school hygienist,

• a Roma education assistant,

• a teacher assistant,

• a social worker,

• a probation officer appointed by a court of justice,

• non-governmental organisations,

• other institutions and entities working for families, children and young people.  

For pupils who have a statement of special educational needs (SEN statement), psychological and educational support is planned and coordinated by a team of teachers, class tutors and specialists working with pupils.

Nursery schools, schools and other educational institutions provide support to pupils or learners in the following forms:

Ref. no.	Form of psychological and educational support	Beneficiaries/Aim of classes or activities	Number of participants	Nursery school	Schools for children and young people	Schools for adults, stage II sectoral vocational schools, post-secondary schools	Other types of educational institutions
	Ongoing work with the pupil and integrated activities conducted by teachers and specialists	Address the pupil’s needs; support active participation		Yes	Yes	Yes	Yes
	Aptitude development classes/activities	Develop aptitudes	Up to 8	Yes	Yes	No	Yes
	Specialist classes: corrective and compensatory classes/activities	Overcome difficulties resulting from developmental disorders and deviations (incl. specific learning difficulties)	Up to 5	Yes	Yes	No	Yes
	Specialist classes/activities: speech therapy	Correct speech and language competence deficits and language skill disorders	Up to 4	Yes	Yes	Yes	Yes
	Specialist classes/activities: emotional and social competence development classes/activities	Increase pupils’ learning effectiveness	Up to 10, with a possibility to increase the number	Yes	Yes	No	Yes
	Specialist classes/activities: other therapy classes/activities	Reduce impact of developmental disorders and deviations on the pupil’s functioning/performance; support participation in the life of the nursery school, school or another institution	Up to 10	Yes	Yes		Yes
	Learning skills development classes/activities	Each pupil	Decision taken at the school level	No	Yes	No	Yes
	Educational and compensatory classes/activities	Overcome difficulties in learning a particular school subject	Up to 8	No	Yes	No	No
	Individualised compulsory preschool preparatory year classes/individualised learning programme for compulsory school education	Overcome difficulties in the pupil’s functioning resulting from the state of health or due to other reasons which limit possibilities for the pupil to take all preschool or school education classes together with peers	Some classes are run together with a (nursery school or school) class, and some with each pupil individually, within a nursery school/school	Yes	Yes	No	No
	Education and career planning classes	Support education- and career-related decision-making	Decision taken at the school level	No	Yes	Yes	Yes
	Therapy classes/units	For pupils requiring adaptation of the organisation and process of teaching, and long-term specialist support due to difficulties in the functioning in the school or class resulting from developmental disorders or the state of health	Up to 15	No	Yes	No	No
	Advice and consulting	As appropriate to address the needs	On an individual basis	Yes	Yes	Yes	Yes
	Workshops	As appropriate to address the needs	Decision taken at the school level	No	Yes		Yes
	Training courses/sessions	As appropriate to address the needs	Decision taken at the school level	No	No	No	Yes

Teachers, class tutors and specialists, who have qualifications required for a given type of classes/activities, conduct such classes/activities using active learning methods.

Pupils’ parents and teachers also receive psychological and educational support in the form of:

• advisory and counselling sessions;

• workshops;

• training sessions.

In providing psychological and educational support, school heads collaborate with:

• counselling and guidance centres;

• pupils’ parents;

• in-service teacher training institutions;

• other nursery schools, schools and educational institutions;

• non-governmental organisations and other institutions working for families, children and young people.

Teachers, class tutors and specialists conduct workshops and training sessions. They also organise advisory and counselling sessions.

Heads assist their (nursery) schools in psychological and educational support tasks. This includes planning and taking measures which are aimed at improving the quality of the support provided.

(Regulation of the Minister of National Education of 9 August 2017 on the rules for the provision and organisation of psychological and educational support in public nursery schools, schools and institutions, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie zasad organizacji i udzielania pomocy psychologiczno-pedagogicznej w publicznych przedszkolach, szkołach i placówkach, z późn. zm.)

Non-public nursery schools, schools and other non-public educational institutions are required to organise and provide psychological and educational support in accordance with the rules that apply to public institutions. 

(Art. 177, Act of 14 December 2016, The Law on School Education, as subsequently amended / ustawa z dnia 14 grudnia 2016 r. ‒ Prawo oświatowe, z późn. zm.)

For alternative preschool education settings, their administering bodies specify:

• objectives and tasks of a preschool education centre or unit;

• the method for achieving the objectives, including individualised development support for pupils and support for families in the process of educating children and preparing them for school, with special regard to the type and degree of their disability;

• teachers’ responsibilities: pedagogical observation, which aims to identify children’s developmental needs and abilities; assessment of their school readiness; collaboration with specialists providing psychological and educational support and healthcare.

Teachers conducting classes in alternative preschool education settings:

• conduct pedagogical observations to identify pupils’ developmental potential and needs;

• assess school readiness for: children taking the compulsory preschool preparatory year, and 5-year-old children who may enter the primary school at the age of 6 at the request of their parents;

• collaborate with specialists providing psychological and educational support and healthcare to children;

• provide guidance to, and advise parents on how to work with children.

(Regulation of the Minister of National Education of 28 August 2017 on the types of alternative preschool education settings, the conditions for the establishment and organisation of such settings and their operational arrangements, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 sierpnia 2017 r. w sprawie rodzajów innych form wychowania przedszkolnego, warunków tworzenia i organizowania tych form oraz sposobu ich działania, z późn. zm.)

Gifted pupils

At each stage of education and in each type of school, particularly gifted pupils can follow:

• an individualised learning programme for one, more or all subjects/types of classes included in the timetable for a given school grade;

• an individualised learning path leading to the completion of the education cycle in any school within a shorter period.

(Regulation of the Minister of National Education of 9 August 2017 on the conditions and procedure for granting permission for an individualised learning programme or learning path and related organisational arrangements / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków i trybu udzielania zezwoleń na indywidualny program lub tok nauki oraz organizacji indywidualnego programu lub toku nauki)

An individualised learning programme:

• is developed by the teacher who conducts classes at a given school and will supervise the pupil concerned, or is developed outside a given school and approved by that teacher;

• is adapted to pupils’ aptitudes, interests and learning abilities;

• enables the pupil to develop knowledge in the fields where they demonstrate above-average learning ability;

• is implemented during classes at school.

An individualised learning path:

• covers one, several or all compulsory subjects/classes;

• is followed by the pupil based on arrangements other than attendance at compulsory classes included in the school timetable for a given school grade;

• may be based on a curriculum which is part of the set of school curricula or on an individualised learning programme, developed by the responsible teacher or in collaboration with other teachers (including a teacher from a higher-level school, methodological advisers, psychologists, education specialists) or even the pupil.  

 

 

Pupils following individualised learning paths can:

• attend selected classes in a given grade or in a higher grade at their school, another school at the same level or a higher-level school;

• follow the curriculum in full or in part on their own;

• follow the curriculum for two or more grades during one school year;

• undergo assessment and be promoted at any time throughout the school year.

Chronically ill children

Depending on their health condition, chronically ill children may require various types of measures:

• compulsory one-year preschool preparatory classes, full-time compulsory school education or full-time compulsory education (in school or non-school settings) provided as individualised one-year preschool preparatory classes or individualised learning, respectively, when they receive home care and their ill health makes it difficult or impossible for them to attend a nursery school, an alternative preschool education setting or a school;

• education at a special nursery school or school within a healthcare institution where the child is staying (for example, a hospital, sanatorium or health resort);

• if there is no school at a healthcare institution, the school that the pupil attended before admission to the healthcare institution enables them to take classes at the healthcare institution in a distance learning mode; 

• the school organises distance learning classes at the request of the pupil’s parents or the adult pupil and in consultation with the head of the healthcare institution and the body administering the school; 

• classes are organised in accordance with medical indications from the doctor treating the pupil or learner; 

(Art. 128, sections 4 and 5, Act of 14 December 2016, The Law on School Education, as subsequently amended / ustawa z dnia 14 grudnia 2016 – Prawo oświatowe, z późn. zm. )

• healthcare services are provided by a school nurse or hygienist; these can include administering medicines, conducting a therapeutic treatment or procedure necessary for the pupil during their stay in the school (for example, injections) if they are able to attend the school; 

(Regulation of the Minister of Health of 24 September 2013 on the guaranteed primary healthcare benefits and services, as subsequently amended / rozporządzenie Ministra Zdrowia z dnia 24 września 2013 r. w sprawie świadczeń gwarantowanych z zakresu podstawowej opieki zdrowotnej, z późn. zm.) 

• a school nurse or hygienist can take care of chronically ill or disabled children only upon a written consent of the parents or the adult learner and a medical indication, and in consultation with the pupil’s / learner’s physician. 

(Act of 12 April 2019 on the Healthcare for Pupils / ustawa z dnia 12 kwietnia 2019 r. o opiece zdrowotnej nad uczniami)

• emergency assistance when the symptoms of an illness worsen or an accident occurs.

Nursery schools and schools (and other educational institutions) should be prepared to meet the needs of chronically ill children in all those situations.

Heads of (nursery) schools (or other educational institutions) should provide:

• adequate conditions for all, including chronically ill, children during the time they spend in the school;

• safe and healthy conditions for their participation in classes/activities organised by the school outside its premises;

• care for pupils;  

• conditions for harmonious psychological and physical development of pupils through active health-promoting measures;

• facilities for first aid in emergency within their school; 

• organisational arrangements which are necessary to assist chronically ill children; this includes: employing trained staff; defining the responsibilities of staff; staff training, including training in first aid; 

• for schools and other institutions: recruiting a school nurse or hygienist in consultation with the competent centre of the National Health Service.

An assessment committee at a public counselling and guidance centre establishes that a pupil needs to follow individualised preschool preparatory classes or an individualised learning programme or path for health reasons and issues a relevant statement at the parents’ request. 

Individualised preschool preparatory classes and an individualised learning programme: 

• are organised at the place of the pupil’s stay (in particular, at their home) or at a nursery school, an alternative preschool education setting or a school: 

  • at the request of the pupil’s parents or the adult learner; 

  • if the nursery school, alternative preschool education setting or school has a room where such classes can be conducted; 

  • only for pupils who find it difficult but are not unable to attend the nursery school, alternative school setting or school; 

• are conducted by a teacher or teachers working individually and directly with the pupil. 

A teacher or teachers conduct individualised preschool preparatory classes and classes as part of an individualised learning programme on a one-to-one basis and in direct contact with the pupil.

The scope and duration of individualised preschool preparatory classes and an individualised learning programme are determined by the head of a nursery school or an alternative preschool education setting, or a school, in consultation with the body administering a given institution.

The head consults the pupil’s parents or the adult learner about the duration of classes conducted as part of individualised preschool preparatory classes or an individualised learning programme.

Organisation of individualised preschool preparatory classes:

Scope of classes	Number of class hours per week	Person conducting classes
Content based on the national core curriculum for preschool education	4 to 6 hours spread over at least 2 days	1 or 2 teachers
At the teacher’s written request, the head can agree that some curricular content will not be taught, considering the psychological and physical abilities of the child and the conditions at the place where classes are conducted.	The number of hours can be higher than 6 (with the consent of the body administering a given nursery school/preschool education setting) or lower than 4 hours (if requested by parents and justified by the child’s ill health).	Classes are conducted in individual contact with the child.

Organisation of an individualised learning path/programme:

Scope of classes	Number of class hours per week	Person conducting classes
Classes based on the national outline timetable for a given type of school	Primary school: Grades I-III: 6 to 8 hours Grades IV-VI: 8 to 10 hours Grades VII and VIII: 10 to 12 hours Post-primary school: 12 to 16 hours	1 or 2 teachers for pupils in Grades I to III of the primary school School teachers to whom such classes are allocated by the head.
At the teacher’s written request, the head can agree that some curricular content will not be taught, considering the psychological and physical abilities of the pupil and the conditions at the place where classes are conducted.	The number of hours can be higher than indicated above (with the consent of the administering body) or lower (if requested by parents and justified by the pupil’s ill health).	The head may decide that classes are conducted by a teacher employed in another school (where this is justified).

Teachers observe how the pupil functions in terms of their ability to participate in the (nursery) school life in order to:

• ensure full personal development of the pupil;

• ensure the pupil’s integration in the (nursery) school environment;

• facilitate the pupil’s return to the peer group after the end of the individualised learning period.

The head of a (nursery) school: 

• makes it possible for the pupil taking individualised preschool preparatory classes or an individualised learning programme to keep in contact with their peers; the head should consider the pupil’s current health condition and findings from the observation by teachers working with them, and agree the arrangements with the pupil’s parents or the adult learner; 

• arranges for various forms of participation of pupils whose ill health hinders them in attending the school or participating in school life. For example, they can participate in classes/activities developing interests and aptitudes or talents; school celebrations and events; selected preschool education or school classes.

In addition to the weekly number of hours for individualised preschool preparatory classes or an individualised learning programme, the following classes/activities are organised:

• rehabilitation classes/activities for pupils with disabilities;

• careers guidance classes;

• forms of psychological and educational support.

(Regulation of the Minister of Education of 9 August 2017 on individualised compulsory preschool preparatory year classes for children and individualised learning for children and young people, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie indywidualnego obowiązkowego rocznego przygotowania przedszkolnego dzieci i indywidualnego nauczania dzieci i młodzieży, z późn. zm.)

It is also possible to use distance learning techniques and methods for pupils who:

• are unable to attend school and have limitations in communication with other people due to their health condition;

• are in a healthcare institution which has no school, 

to ensure that they participate in compulsory full-time school education and full-time compulsory education in school or non-school settings.

(Art. 127, sections 16a and 17a, and Art. 128, section 4, Act of 14 December 2016, The Law on School Education, as subsequently amended / ustawa z dnia 14 grudnia 2016 r. ‒ Prawo oświatowe, z późn. zm.). 

Early childhood development support

The school education system supports early childhood development from the time when the child’s disability is diagnosed. This is based on an opinion recommending early childhood development support (referred to in the legislation as “an opinion on the need for early childhood development support’). (An opinion is a recommendation-type document, as opposed to a statement, such as a statement of special educational needs, which is a legally binding decision-type document; see above).

(Art. 127, sections 5-9, Act of 14 December 2016, The Law on School Education, as subsequently amended / ustawa z dnia 14 grudnia 2016 r. ‒ Prawo oświatowe, z późn. zm.).

(Regulation of the Minister of National Education of 24 August 2017 on early childhood development support / Rozporządzenie Ministra Edukacji Narodowej z dnia 24 sierpnia 2017 r. w sprawie organizowania wczesnego wspomagania rozwoju dzieci).

Assessment committees in public counselling and guidance centres issue statements and opinions on the following matters:

• statements: 
  • special education (statements of special educational needs / SEN statements);
  • individual or group rehabilitation-and-education classes;
  • individualised preschool preparatory year;
  • individualised learning/teaching; 
• opinions: early childhood development support.

(Regulation of the Minister of National Education of 7 September 2017 on statements and opinions issued by assessment committees in public counselling and guidance centres, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 7 września 2017 r. w sprawie wydawania orzeczeń i opinii działających w publicznych poradniach psychologiczno-pedagogicznych, z późn. zm.).

As part of the government programme offering comprehensive family support, ‘For life’ (information in Polish only), established for the years 2017-2026, specialist care is also available to children at risk of developing a disability (in particular, children aged up to 3 years) and their families.

Specialist care includes rehabilitation activities and nursing care. It is provided in the leading coordination-rehabilitation-care centres, based on a medical certificate.

There were 320 such centres in 2025.  On average, they provide early development support to more than 20,000 children and families each year.

(Act of 4 November 2016 on the ‘For Life’ Support Programme for Pregnant Women and Families, as subsequently amended/ Ustawa z dnia 4 listopada 2016 r. o wsparciu kobiet w ciąży i rodzin „Za życiem”, z późn. zm.)

(Resolution no. 160 of the Council of Ministers of 20 December 2016 on the comprehensive family support programme, ‘For Life, as subsequently amended / Uchwała Nr 160 Rady Ministrów z dnia 20 grudnia 2016 r. w sprawie programu kompleksowego wsparcia dla rodzin „Za życiem”, z późn. zm.)

Regulation of the Minister of Education and Science of 30 August 2023 on the detailed tasks of the leading coordination-rehabilitation-care centres / Rozporządzenie Ministra Edukacji i Nauki z dnia 30 sierpnia 2023 r. w sprawie szczegółowych zadań wiodących ośrodków koordynacyjno-rehabilitacyjno-opiekuńczych) 

For pupils with specific learning difficulties, educational requirements, which are based on the curriculum, are adjusted to their individual developmental and educational needs and psychological and physical abilities. Such pupils also receive psychological and educational support. 

Based on a permission from the school head, particularly gifted pupils can follow: 

• an individualised learning programme, 

• an individual learning path. 

(Art. 115, Act of 14 December 2016, The Law on School Education, as subsequently amended / ustawa z dnia 14 grudnia 2016 r. ‒ Prawo oświatowe, z późn. zm.).

(Regulation of the Minister of National Education of 9 August 2017 on the conditions and procedure for granting permission for an individualised learning programme or learning path and related organisational arrangements / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków i trybu udzielania zezwoleń na indywidualny program lub tok nauki oraz organizacji indywidualnego programu lub toku nauki)

The school head grants a permission: 

• at the request or with the consent of the pupil’s parents or the adult learner; 

• after consultation with the teaching council of the school and based on an opinion from a public counselling and guidance centre, including a specialist centre; 

• after at least one year of education or – where justified – after a mid-year (end-of-term) assessment of the pupil.  

(Act of 12 April 2019 on the Healthcare for Pupils / ustawa z dnia 12 kwietnia 2019 r. o opiece zdrowotnej nad uczniami)

Under the same conditions as Polish nationals, non-Polish nationals in full-time compulsory school education or full-time compulsory education (in school or non-school settings) can benefit from educational support until they reach the age of 18 years or finish a post-primary school. 

(Art. 165, sections 1-2, The Law on School Education)

Special education 

Special education for children and young people is provided in various forms or settings, which are presented in Diagram 1. 

The legislation sets out conditions for each type of class, including the number of pupils. 

Diagram 1. Forms of special education in Poland

Support instruments are used to establish the need for special organisation of teaching and working methods (to obtain a statement of special educational needs/SEN statement). Some of them are integral elements of special education, and other can be introduced to cater to the individual needs of the pupil. Such instruments differ slightly depending on whether special education is needed due to a disability (or even depending on its type), social maladjustment or the risk of social maladjustment. 

Children and young people with disabilities can participate in special education in: 

• mainstream, integration and special nursery schools, 

• preschool classes established in primary schools, 

• alternative preschool education settings, 

• all types of mainstream, integration and special schools, 

• special school-and-education centres, 

• special educational centres, 

• rehabilitation-and-education centres. 

 

 

No.	Support instrument	Compulsory	Optional	Type of provision
	Entry into full-time compulsory school education deferred until the school year in which the child reaches the age of 9 years (one year later than for other children)		Yes	All
	Implementation of recommendations provided in a SEN statement	Yes		All
	Multifaceted specialist assessment of performance	Yes		All
	Development and implementation of an individualised education-and-therapy programme	Yes		All
	Integrated activities carried out by teachers, group/class tutors and specialists conducting rehabilitation-type classes/activities for the pupil	Yes		All
	Conditions for learning, specialist equipment and teaching/learning resources adapted to the pupil’s individual developmental and educational needs and psychological and physical abilities	Yes		All
	Psychological and educational support activities/classes, including specialised classes		Yes	All
	Rehabilitation activities/classes	Yes		All
	Additional teacher, with a qualification in special education, employed for the class	Yes, integration classes	Yes, mainstream classes	No: special education institutions
	Integration with the peer environment	Yes		All
	Coaching for pupils’ self-sufficiency in adult life	Yes		All
	Support provided to the pupil by additionally employed staff (a support teacher, specialist, teacher assistant)	Yes, for pupils with:  autism, incl. Asperger’s syndrome,  multiple disabilities	Yes, for pupils with disability other than autism, incl. Asperger’s syndrome, or multiple disabilities	Mainstream, integration
	Teacher assistant working in the class	Yes, for pupils with:  moderate or severe Intellectual disability; physical/motor disability, inc. aphasia;  autism, incl. Asperger’s syndrome;  multiple disabilities		Special nursery schools, special classes in mainstream nursery schools, Grades I-IV in special primary schools and mainstream primary schools with special classes
			Yes	Special and integration nursery schools and schools, mainstream nursery schools and mainstream schools with special or integration classes; and for pupils with disabilities other than those for which this is compulsory
	Period of education at a given education stage extended		Yes	All
	Period of education at a given education stage shortened	No
	Free transport and care during transport to the nearest nursery school, alternative preschool education setting or rehabilitation-and-education centre, provided by the commune (lowest-level local government unit) where the pupil lives or the costs of transport reimbursed for the child and their carer in accordance with the arrangements set out in an agreement between the local authorities and the child’s parents/guardian	Yes, for:  5-year-old children taking compulsory one-year preschool classes;  all pupils with disabilities attending the primary school;  pupils with a moderate or severe intellectual disability attending a post-primary school until they reach the age of 24 years;  pupils attending rehabilitation-and-education centres	Yes, for: children participating in early childhood development support classes; 3- and 4-year-old children participating in preschool education;  post-primary school pupils with a disability other than a moderate or severe intellectual disability	All
	Conditions for external exams adjusted		Yes	All
	Form of external exams adjusted		Yes	All
	Exemption from the eighth-grader exam (taken at the end of education in the primary education)	Yes, for: pupils with a moderate or severe intellectual disability; pupils with multiple disabilities if one of them is a moderate or severe intellectual disability;  pupils participating in rehabilitation-and-education classes	Yes, for: pupils with multiple disabilities, including one other than a moderate or severe intellectual disability;  in specific cases where pupils/learners are unable to take the eighth-grader exam due to health conditions	All

Young people who are at risk of social maladjustment can participate in special education in: 

• special schools, and, in particular, those within youth social therapy centres; 
• mainstream classes in all types of schools. 

No.	Support instrument	Compulsory	Optional	Type of provision
	Implementation of recommendations provided in a SEN statement	Yes		All
	Multifaceted specialist assessment of performance	Yes		All
	Development and implementation of an individualised education-and-therapy programme	Yes		All
	Integrated activities carried out by teachers, group/class tutors and specialists conducting social therapy-type classes/activities for the pupil	Yes		All
	Conditions for learning, specialist equipment and teaching/learning resources adapted to the pupil’s individual developmental and educational needs and psychological and physical abilities	Yes		All
	Psychological and educational support activities/classes, including specialised classes	Yes	Yes	All
	Social therapy activities/classes	Yes		All
	Additional teacher, with a qualification in special education, employed for the class		Yes	Mainstream classes
	Integration with the peer environment	Yes		All
	Coaching for pupils’ self-sufficiency in adult life	Yes		All
	Support provided to the pupil by additionally employed staff (a support teacher, specialist, teacher assistant)		Yes	Mainstream and integration
	Teacher assistant working in the class		Yes	Mainstream schools
	Education provided until the end of the school year in the calendar year in which the pupil reaches the age of:  20 years: for the primary school;  24 years: for a post-primary school		Yes	All
	Period of education at a given education stage extended		Yes	All
	Period of education at a given education stage shortened		Yes	All
	Conditions for external exams adjusted		Yes	All
	Exemption from the eighth-grader exam		Yes, in specific cases where pupils/learners are unable to take the eighth-grader exam due to health conditions	All

 

Socially maladjusted young people can participate in special education in: 

• special schools, and, in particular, those within youth education centres; 
• mainstream classes in all types of schools.

No.	Support instrument	Compulsory	Optional	Type of provision
	Implementation of recommendations provided in a SEN statement	Yes		All
	Multifaceted specialist assessment of performance	Yes		All
	Development and implementation of an individualised education-and-therapy programme	Yes		All
	Integrated activities carried out by teachers, group/class tutors and specialists conducting social therapy-type classes/activities for the pupil	Yes		All
	Conditions for learning, specialist equipment and teaching/learning resources adapted to the pupil’s individual developmental and educational needs and psychological and physical abilities	Yes		All
	Psychological and educational support activities/classes, including specialised classes		Yes	All
	Social therapy classes	Yes		All
	Additional teacher, with a qualification in special education, employed for the class		Yes	Mainstream classes
	Integration with the peer environment	Yes		All
	Coaching for pupils’ self-sufficiency in adult life	Yes		All
	Support provided to the pupil by additionally employed staff (a support teacher, specialist, teacher assistant)		Yes	Mainstream schools
	Teacher assistant working in the class		Yes	Mainstream schools
	Education provided until the end of the school year in the calendar year in which the pupil reaches the age of:  20 years: for the primary school;  24 years: for a post-primary school		Yes	All
	Period of education at a given education stage extended		Yes	All
	Period of education at a given education stage shortened		Yes	All
	Free transport and care during transport to the nearest nursery school, alternative preschool education setting or rehabilitation-and-education centre, provided by the commune (lowest-level local government unit) where the pupil lives or the costs of transport reimbursed for the child and their carer in accordance with the arrangements set out in an agreement between the local authorities and the child’s parents/guardian	Yes, for:  5-year-old children taking compulsory one-year preschool classes;  all pupils with disabilities attending the primary school;  pupils with a moderate or severe intellectual disability attending a post-primary school until they reach the age of 24 years;  pupils attending rehabilitation-and-education centres	Yes, for:  children participating in early childhood development support classes; 3- and 4-year-old children participating in preschool education;  post-primary school pupils with a disability other than a moderate or severe intellectual disability	All
	Conditions for external exams adjusted		Yes	All
	Exemption from the eighth-grader exam		Yes, in specific cases where pupils/learners are unable to take the eighth-grader exam due to health conditions	All

 

Responsibilities of the involved institutions

Communes (gmina) (the lowest-level local government units) provide special education in nursery schools, alternative preschool education settings, mainstream or integration primary schools as their statutory task.

The head of a nursery school, an alternative preschool education setting, a school or other educational institution, as appropriate, is responsible for the implementation of recommendations made in a statement of special educational needs (SEN statement).

As part of its responsibilities, the body administering a given institution:

• provides conditions for special organisation of the teaching and learning processes and working methods for children and young people in special education;

• provides the institution with educational resources and equipment which are necessary to ensure full implementation of curricula and educational/upbringing programmes, conduct tests and examinations, and perform other statutory tasks.

Individualised education-and-therapy programme

An individualised education-and-therapy programme is developed for each pupil who has a statement of special educational needs (SEN statement).

Such a programme addresses recommendations made in a SEN statement and is developed:

• by a team of teachers and specialists working with the pupil;

• after a multifaceted specialist assessment of the pupil’s performance;

• where necessary, in collaboration with a counselling and guidance centre, including a specialist centre;

• jointly with parents or the adult learner with a disability if they wish so.

Parents and adult learners receive a copy of the programme.

An individualised education-and-therapy programme specifies:

• the scope of, and adjustments to be made to the preschool education curriculum or curriculum-based educational requirements to address the pupil’s individual needs and psychological and physical abilities, and, in particular, the use of appropriate methods and forms of work with the pupil;

• integrated activities undertaken by teachers and specialists working with the pupil, including: 

  • rehabilitation classes/activities for a pupil with a disability; 

  • resocialisation classes/activities for a socially maladjusted pupil; 

  • social therapy classes/activities for a pupil at risk of social maladjustment. 

These activities are aimed at improving the functioning of the pupil, including their communication with the environment, using alternative augmentative communication (AAC) methods, and at enhancing the pupil’s participation in the life of the nursery school or school;

• forms in which, and the period during which, psychological and educational support is provided to the pupil;

• the number of hours for each form of psychological and educational support;

• activities supporting the pupil’s parents;

• specific types of classes/activities, including: 

  • rehabilitation, resocialisation, social therapy classes/activities; 

  • other classes/activities addressing the pupil’s individual needs; 

  • classes/activities related to education and career planning, and conducted as part of psychological and educational support and career guidance for pupils in Grades VII and VIII of the primary school, and in post-primary schools (stage I sectoral vocational schools, general secondary schools and technical secondary schools);

• the scope of collaboration between teachers and specialists and the pupil’s parents in the organisation of special education.

Depending on the needs, the programme also specifies:

• the scope of collaboration with external institutions: 

  • counselling and guidance centres;

  • in-service teacher training institutions;

  • non-governmental organisations;

  • other institutions working for families, children and young people;

  • in the case of mainstream and integration institutions: special school centres for education and care, youth education centres and youth social therapy centres;

• the form of, and adjustments to be made in the organisation of the education process, including the use of technologies supporting teaching and learning, depending on the type of the pupil’s disability;

• selected preschool education or school classes/activities which are conducted on a one-to-one basis with the pupil or in a group of up to 5 pupils (if this is recommended in the SEN statement or in the multifaceted specialist assessment of the pupil’s performance).

Such programmes are developed for a period:

• for which a SEN statement is issued;

• which cannot exceed the length of a given stage of education.

Multifaceted specialist assessment of pupil performance

As part of a multifaceted specialist assessment of pupil performance, a team of teachers, a class tutor and specialists working with the pupil regularly monitors the implementation of an individualised education-and-therapy programme and the progress made by the pupil in special education. 

A multifaceted specialist assessment: 

• is conducted before the development of an individualised education-and-therapy programme for the pupil and, subsequently, as often as necessary, but at least twice in a school year;

• may also be conducted at the request of the pupil’s parents or the adult learner concerned;

• may involve, where necessary, staff of a counselling and guidance centre, including a specialist centre;

• provides the basis for any necessary adjustments to the individualised education-and-therapy programme. 

As part of the assessment, the team:

• assesses individual developmental and educational needs, strengths, predispositions, interests and aptitudes of the pupil;

• defines the scope and nature of support to be provided by teachers, specialists, teacher assistants or other teaching support staff;

• identifies reasons behind school failure or difficulties in the pupil’s functioning, including barriers and constraints which make it difficult for the pupil to function and participate in the life of the (nursery) school;

• for the pupil taking selected preschool education classes or school classes/activities individually or in a group of up to 5 pupils: additionally, identifies reasons behind the pupil’s difficulties in participating in classes/activities conducted together with a preschool or school class or group; and outcomes of measures taken to overcome such difficulties.

The same arrangements are in place for children in preschool education who have a SEN statement.

Rehabilitation classes/activities

Rehabilitation classes/activities are conducted for pupils with disabilities, regardless of the type of school they attend.

Rehabilitation classes/activities:

• comprise therapy and rehabilitation activities;

• are conducted by teachers and specialists who are trained to work with children with a given type of disability and to conduct a given type of classes;

• may be conducted on a one-to-one basis or for a group of children, depending on their needs.

The type, duration and form (one-to-one or group classes) of rehabilitation classes/activities are specified in an individualised education-and-therapy programme.

The programme of rehabilitation classes/activities should focus, in particular, on the development of the pupil’s communication skills through the following types of activities:

• for blind pupils: learning spatial orientation and movement, the Braille alphabet or other communication methods;

• for disabled pupils with speech disorders or inability to speak: learning the sign language or other communication methods, and in particular, alternative augmentative communication (ACC) methods;

• for pupils with autism, including Asperger’s syndrome: activities developing social skills, including communication skills.

(Regulation of the Minister of National Education of 9 August 2017 on the conditions for the provision of education and care to children and young people who are disabled, socially maladjusted or at risk of social maladjustment, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków organizowania kształcenia, wychowania i opieki dla dzieci i młodzieży niepełnosprawnych, niedostosowanych społecznie i zagrożonych niedostosowaniem społecznym, z późn. zm.)

The minimum number of hours for rehabilitation classes per week for pupils with disabilities who attend mainstream or integration classes in a primary or post-primary school is 2 hours per pupil.

(Regulation of the Minister of Education of 20 May 2024 on the outline timetables for public schools, as subsequently amended / Rozporządzenie Ministra Edukacji z dnia 20 maja 2024 r. w sprawie ramowych planów nauczania dla publicznych szkół, z późn. zm.).

Rehabilitation classes/activities for children with disabilities who have a statement of special educational needs (SEN statement) are also compulsory in nursery schools and alternative preschool education settings, but the legislation does not set the minimum number of hours for such classes/activities per week. The number of hours allocated to such classes/activities and their duration should be adjusted to the child’s individual needs.

The outline timetable also includes the following elements:

• the minimum number of hours for career guidance classes per week;

• psychological and educational support classes/activities;

• classes in a national or ethnic minority language or a regional language and in the history and culture of the minority/regional language community;

• classes in the geography of the country with which national minority pupils identify themselves in cultural terms;

• sporting activities in sport classes and schools and sport championship classes and schools;

• additional educational classes and sign language classes where the body administering a given school/institution has allocated hours for such classes.

Primary school pupils with a mild intellectual disability are not required to learn a second foreign language (regardless of the type of school or class they attend). However, they may learn a second foreign language at the request of their parents or at their own request if they are adult learners. If they do not learn a second foreign language, they attend classes in technology.

 

 

Additional staff

The school education legislation provides for the employment of support staff for special education:

• teachers trained in special education;

• specialists;

• teacher assistants.

Mainstream nursery schools with integration classes, integration nursery schools, mainstream schools with integration classes and integration schools employ additional teachers with a qualification in special education. They support teachers in providing integration education in line with the recommendations made in statements of special educational needs (SEN statements) and outcomes of a multifaceted specialist assessment of pupil performance.

Together with other teachers and specialists, additional teaching staff who have a qualification in Special Education:

• conduct classes;

• conduct integrated activities and classes as specified in individualised education-and-therapy programmes;

• conduct child-raising activities for pupils.

Furthermore, depending on the needs, additional teaching staff: 

• participate in classes and integrated activities and classes which are included in individualised education-and-therapy programmes and are conducted by other teachers and specialists in accordance with the decision of the head of a nursery school, a school or an alternative preschool education setting;

• help teachers and specialists to choose forms and methods of work with pupils in special education.

The head of a (nursery) school or an alternative preschool education setting assigns tasks to specialists and a teacher assistant. 

The parents of a child with a disability may also apply to the local welfare centre to hire a disabled person’s assistant. An assistant:

• facilitates participation in social life for the person with a disability;

• provides care services;

• provides support to the family of the person with a disability.

(Article 50, Welfare Act of 12 March 2004, as subsequently amended /  Ustawa z dnia 12 marca 2004 r. o pomocy społecznej, z późn. zm.)

(Regulation of the Minister of Social Policy of 22 September 2005 on specialised care services, as subsequently amended) / Rozporządzenie Ministra Polityki Społecznej z dnia 22 września 2005 r. w sprawie specjalistycznych usług opiekuńczych, z późn. zm.)  

Disabled persons’ assistants are not employees of an educational institution. They may only perform their tasks on its premises in consultation with the head of the institution.

School nurses (referred to in the legislation as educational setting nurses) and school hygienists support schools in providing care to chronically ill pupils and pupils with disabilities. They integrate healthcare activities for pupils to support parents and adult learners in exercising their right to healthcare. 

School nurses and school hygienists are not employed by schools; they only provide preventive healthcare on the school premises.  

Adjustments and adaptations facilitating access to external exams

Conditions in which external exams (including the eighth-grader, maturity and vocational exams) are taken can be adapted for pupils with special educational needs who: 

• have a statement of special educational needs (SEN statement); 

• have a statement recommending individualised learning; 

• are temporarily ill or unfit; 

• have a chronic illness; 

• have specific learning difficulties (dyslexia, dysgraphia, dyscalculia); 

• receive educational and psychological support at school in the year when the exam is conducted due to:

  • adaptation difficulties related to previous education abroad; 

  • language disorders; 

  • a crisis or traumatic situation experienced; 

• are foreign nationals and have reading comprehension difficulties due to the limited knowledge of the Polish language; 

• are Ukrainian nationals; 

• have colour blindness/colour vision deficiencies; or

• in other specific random-event or health-related cases: the head of the competent Regional Examination Board takes decisions in such cases at a reasoned request from the head of the school. 

The following adjustments can be made to the conditions:

• minimise limitations resulting from a disability, social maladjustment or the risk of social maladjustment;

• provide an appropriate place of work adapted to the educational needs and psychological and physical abilities of the pupil or school leaver taking the exam;

• use suitable specialised equipment and educational resources;

• extend the duration of the exam;

• adjust the rules for assessing solved tasks to educational needs and psychological physical abilities of the pupil or school leaver taking the exam;

• ensure during an exam the presence of a teacher who helps the pupil or the school graduate taking the exam with writing or reading or a specialist in a given type of disability, social maladjustment or the risk of social maladjustment, if this is necessary to communicate effectively with the exam taker or help them use specialist equipment and teaching/learning resources.  

The form of an exam can be adjusted for pupils and school graduates with disabilities: separate examination sheets are prepared which are suitable for a particular kind of disability. However, no separate sheets for the maturity or vocational exams are prepared for school graduates who have a SEN statement due to a mild intellectual disability.

Children and young people with a moderate, severe or profound intellectual disability do not take external exams.

Pupils with a SEN statement who have multiple disabilities may be exempt from the compulsory eighth-grader exam, by a decision of the head of the Regional Examination Board, also in case they do not suffer from a moderate or severe intellectual disability. Such a decision can be taken at the request of the pupil’s parents approved by the head of the school.

(Chapter 3B of the School Education Act of 7 September 1991, as subsequently amended / ustawa z dnia 7 września 1991 r. o systemie oświaty, z późn. zm.)

The Head of the Central Examination Board publishes in the Public Information Bulletin an announcement with details about adjustments in the conditions and forms of a given exam. 

(Announcements of the Head of the Central Examination Board)

Adaptations in buildings and learning space

Buildings which house nursery schools, schools and other educational institutions forming part of the school education system should be accessible to all, including people with disabilities. The legislation sets out related requirements.

(Act of 19 July 2019 on the Access for People with Special Needs, as subsequently amended / ustawa z dnia 19 lipca 2019 r. o zapewnianiu dostępności osobom ze szczególnymi potrzebami, z późn. zm.) 

(Information in Polish about access requirements on the Government Plenipotentiary for Disabled People website)

The legislation sets requirements concerning buildings and rooms for conducting classes and activities with children and young people. 

(Art. 126 and 168, Act of 14 December 2016, The Law on School Education, as subsequently amended / ustawa z dnia 14 grudnia 2016 r. ‒ Prawo oświatowe, z późn. zm.)

(Regulation of the Minister of National Education and Sport of 31 December 2002 on the safety and hygiene in public and non-public schools and educational institutions, as subsequently amended / rozporządzenie Ministra Edukacji Narodowej i Sportu z dnia 31 grudnia 2002 r. w sprawie bezpieczeństwa i higieny w publicznych i niepublicznych szkołach i placówkach, z późn. zm.)

The legislation also sets detailed requirements concerning premises for alternative preschool education settings.

(Regulation of the Minister of National Education of 28 August 2017 on the types of alternative preschool education settings, conditions for the establishment and organisation of such settings and their organisational arrangements, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 sierpnia 2017 r. w sprawie rodzajów innych form wychowania przedszkolnego, warunków tworzenia i organizowania tych form oraz sposobu ich działania, z późn. zm.).

Mainstream public and non-public nursery and primary schools can provide early childhood development support if they have:

• staff with qualifications required to conduct early childhood development classes/activities;

• premises to conduct early childhood development classes/activities on a one-to-one basis and in groups;

• specialist equipment and educational resources suited to children’s developmental and educational needs and physical and psychological abilities.

(Regulation of the Minister of National Education of 24 August 2017 on the provision of early development support for children / Rozporządzenie Ministra Edukacji Narodowej z dnia 24 sierpnia 2017 r. w sprawie organizowania wczesnego wspomagania rozwoju dzieci).

The Accessible School Project (general information available in Polish, and the Accessible School Model in English), which aimed to develop standards for accessible school, was completed in 2023. The standards cover access in terms of physical environment, education and social participation, organisational arrangements and procedures. They were tested in 169 primary schools.

The project was co-funded by the State budget and the European Social Fund. One of its outcomes is an implementation handbook “The Accessible School Model”. 

Monitoring and assessment of effectiveness of special education

The team of teachers, a class or group tutor and specialists working with a pupil participating in special education meets to discuss the pupil’s progress. The frequency of meetings depends on the needs, but they are held at least twice in a school year.

The work of the team is coordinated by:

• the class tutor in a school, or

• the group tutor in a nursery school or another educational institution, or

• another teacher or specialist working with the pupil, appointed by the head of the (nursery) school, another institution or the alternative preschool education setting.

Team meetings may be attended by:

• one of the parents,

• the adult learner concerned;

• a representative of a counselling and guidance centre or a teacher assistant (at the request of the head of the (nursery) school, another institution or the alternative preschool education setting);

• another person, for example, a medical doctor, psychologist, education specialist/educationalist, speech therapist or another specialist (at the request of, or with the consent from, the pupil’s parents or the adult learner concerned).

The team conducts a periodic multifaceted specialist assessment of the pupil’s performance.  

Parents and adult learners may participate in:

• the team’s meetings;

• the development of the individualised education-and-therapy programme for the pupil/learner;

• revision of the programme;

• a multifaceted specialist assessment.

Parents and adult learners receive a copy of the multifaceted specialist assessment report.

Duration of special education

Mainstream and integration school provide special education to disabled and socially maladjusted pupils or those at risk of social maladjustment until the end of the school year in the calendar year when they reach:

• 20 years of age: in the case of the primary school;

• 24 years of age: in the case of post-primary schools.

(Regulation of the Minister of National Education of 9 August 2017 on the conditions for the provision of education and care to children and young people who are disabled, socially maladjusted or at risk of social maladjustment, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków organizowania kształcenia, wychowania i opieki dla dzieci i młodzieży niepełnosprawnych, niedostosowanych społecznie i zagrożonych niedostosowaniem społecznym, z późn. zm.)

Pupils with disabilities in all types of schools and pupils in schools within district education centres, juvenile detention centres and juvenile shelter care homes may have the period of education extended by one year at each stage of education, with a proportional increase in the number of compulsory class classes. 

As of 1 September 2023, it is possible to extend the period of education in a post-primary school by 2 years if the pupil did not benefit from such an extension at the previous education stages. However, as earlier, the period of education should end in the school year when the pupil/learner reaches the age of 24. 

A decision to extend the period of education is made by:

• for pupils with disabilities: the school’s teaching council upon approval from the team of teachers and specialists working with the pupil and with their parents’ consent;

• for pupils in district education centres, juvenile detention centres or juvenile shelter care homes: the school head after consultation with the school’s teaching council.  

 

 

Such decisions are taken not later than:

• in the primary school: by the end of February in a given school year, for Grades III and VIII respectively;

• in post-primary schools: by the end of February in the final year of education.

(Regulation of the Minister of Education of 20 May 2024 on the outline timetables for public schools, as subsequently amended / Rozporządzenie Ministra Edukacji z dnia 20 maja 2024 w sprawie ramowych planów nauczania dla publicznych szkół, z późn. zm.)

Size of groups and classes

Mainstream classes

The legislation specifies the number of pupils in a mainstream group or class only for alternative preschool education settings, and preschool classes and Grades I to III of the primary school.

The number of pupils in an alternative preschool education setting ranges between 3 and 25.

(Regulation of the Minister of National Education of 28 August 2017 on the types of alternative preschool education settings, the conditions for the establishment and organisation of such settings and their operational arrangements, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 sierpnia 2017 r. w sprawie rodzajów innych form wychowania przedszkolnego, warunków tworzenia i organizowania tych form oraz sposobu ich działania, z późn. zm.)

The number of children per class in a public mainstream nursery school may not exceed 25. A nursery school class consists of children of similar ages, and the grouping is based on children’s needs, interests, abilities and the type of disability.

The number of children per mainstream class for Grades I to III of a public primary school may not exceed 25.

Where a pupil living in the school’s catchment area should join a class of 25 pupils, the school head splits the class after informing the parents’ council of the class.

The school head does not have to split the class in case:

• a request to this effect is submitted by the parents’ council of the class;

• the body administering the school gives its consent;

• the number of pupils will not exceed 27.

There are no regulations on the size of mainstream classes for Grades IV to VIII of the primary school or for post-primary schools.

Integration classes

An integration class in a (nursery) school is a class where disabled pupils with a statement of special educational needs (SEN statement) learn together with their peers without a disability. The legislation sets the maximum number of pupils in an integration class in a public (nursery) school: 20, including up to 5 pupils with disabilities.

An integration (nursery) school is an institution which has only integration classes. Mainstream (nursery) schools with integration classes are those which have both mainstream and integration classes.

(Regulation of the Minister of National Education of 28 February 2019 on the detailed organisational arrangements of public schools and public nursery schools, as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 lutego 2019 r. w sprawie szczegółowej organizacji publicznych szkół i publicznych przedszkoli, z późn. zm.)

In the school year 2024/2025, 48,674 pupils (14.1% of all pupils participating in special education) attended integration classes in nursery schools and schools, including: 

• 14,592 children (30%) in preschool education; 

• 34,082 pupils (70%) in all types of schools (except for schools for adults). 

 Special classes

Special classes in mainstream (nursery) schools are established only for disabled pupils with a SEN statement, except for pupils with a mild intellectual disability for whom such classes are not established in nursery schools.

The number of pupils in special classes in mainstream (nursery) schools varies depending on the type of disability and is equal to the number of pupils in such classes in special (nursery) schools respectively.

In the school year 2024/2025, 5,363 pupils (1.6% of all pupils participating in special education) attended special classes in mainstream nursery schools and schools, including: 

• 2,834 children (53%) in preschool education;

• 2,529 pupils (47%) in all types of schools (except for schools for adults). 

The school education system may also include mainstream (nursery) schools which have both integration and special classes. 

(Source: School Education Information System / System Informacji Oświatowej)

Core curriculum 

Children with disabilities follow the same core curriculum for preschool education as children without disability.

(Annex No. 1 to the Regulation of the Minister of National Education of 14 February 2017 on the core curriculum for preschool education and the core curriculum for general education in primary schools, incl. for pupils with moderate and severe intellectual disabilities, and for general education in stage I sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 14 lutego 2017 r. w sprawie podstawy programowej wychowania przedszkolnego oraz podstawy programowej kształcenia ogólnego dla szkoły podstawowej, w tym dla uczniów z niepełnosprawnością intelektualną w stopniu umiarkowanym lub znacznym, kształcenia ogólnego dla branżowej szkoły I stopnia, kształcenia ogólnego dla szkoły specjalnej przysposabiającej do pracy oraz kształcenia ogólnego dla szkoły policealnej, z późn. zm.)

Children with disabilities whose intellectual development is appropriate for their age or who have a mild intellectual disability follow the same core curricula as their peers without a disability: the core curriculum for general education in primary schools and post-primary schools of a given type, and the core curriculum for vocational education in vocational schools.

(Annexes 2, 4 and 6 to the Regulation of the Minister of National Education of 14 February 2017 on the core curriculum for preschool education and the core curriculum for general education in primary schools, incl. for pupils with moderate and severe intellectual disabilities, and for general education in stage I sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools, as subsequently amended)

(Regulation of the Minister of National Education of 31 March 2017 on the core curriculum for training for individual occupations, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 31 marca 2017 r. w sprawie podstawy programowej kształcenia w zawodach, z późn. zm.)

(Regulation of the Minister of National Education of 16 May 2019 on the core curricula for vocational sector-based education and additional vocational skills for selected occupations, as subsequently amended / Rozporządzenie Ministra Edukacji Narodowej z dnia 16 maja 2019 r. w sprawie podstaw programowych kształcenia w zawodach szkolnictwa branżowego oraz dodatkowych umiejętności zawodowych w zakresie wybranych zawodów szkolnictwa branżowego, z późn. zm.)

Pupils with a moderate or severe intellectual disability follow a separate core curriculum for general education in primary schools and special schools preparing for employment. 

(Annexes 3 and 5 to the Regulation of the Minister of National Education of 14 February 2017 on the core curriculum for preschool education and the core curriculum for general education in primary schools, incl. for pupils with moderate and severe intellectual disabilities, and for general education in stage I sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools, as subsequently amended)

Education for pupils with a moderate or severe intellectual disability aims to:

• build their identity;

• develop their autonomy and a sense of dignity;

• prepare them to function in society and understand and respect social norms;

• provide them with the skills and knowledge that will enable them to enjoy freedom and human rights within their individual capacities and perceive themselves as independent individuals.

It is important to ensure that pupils:

• are able to communicate, verbally or non-verbally, with their environment to the fullest possible extent, using well-known communication methods (including alternative augmentative communication (ACC) methods);

• achieve maximum independence in fulfilling their basic existential needs;

• are as resourceful in daily life as possible considering the level of their fitness and abilities, and have a sense of dignity and self-determination;

• can participate in various forms of social life on an equal footing together with other members of a community, while being aware of, and respecting generally accepted norms of co-existence, and keeping their individuality;

• understand, insofar as possible, social and natural phenomena in their environment;

• can acquire skills and learn to do activities which will be useful in their future adult life;

• have an accurate self-assessment, based on a sense of positive self-esteem and the ability to see their strengths and weaknesses.

At the primary school stage, there are separate classes/activities for pupils with a moderate or severe intellectual disability:

• educational classes: 

  • personal and social functioning classes;

  • classes developing communication skills;

  • classes developing creativity;  

  • physical education;

  • ethics;

• rehabilitation classes/activities.  

A preparatory unit established in a stage I sectoral vocational school or a technical secondary school can implement selected elements of the core curriculum for a specific occupation as part of sectoral vocational education. 

(Regulation of the Minister of Education and Science of 21 March 2022 on the organisation of education and care for children and young people who are Ukrainian nationals, as subsequently amended / Rozporządzenie Ministra Edukacji i Nauki z dnia 21 marca 2022 r. w sprawie organizacji kształcenia, wychowania i opieki dzieci i młodzieży będących obywatelami Ukrainy, z późn. zm.) 

Curricula, textbooks, educational resources and exercise books

Teachers are free to choose curricula and can: 

• develop a curriculum individually or jointly with other teachers;

• propose a curriculum developed by (an)other author(s), for example, choosing one from among those available on the market;

• propose a curriculum developed by (an)other author(s), together with their own modifications, indicating suggested changes and explaining reasons behind them.

A curriculum proposed by the teacher should be suited to the needs and abilities of pupils.

Teachers may decide to use a textbook, educational resources or exercise books in implementing the curriculum. They may also decide not to use a textbook, educational resources or exercise books.

Teachers are free to choose textbooks, educational resources and exercise books, curricula and teaching approaches and methods. However, they should consider pupils’ individual developmental and educational needs and psychological and physical abilities.

(School Education Act of 7 September 1991, as subsequently amended / ustawa z dnia 7 września 1991 r. o systemie oświaty, z późn. zm.) 

The Integrated Education Platform (Zintegrowana Platforma Edukacyjna, available in Polish only) offers free educational resources and exercise books for general education at all education levels and for vocational education. They can be used by teachers, parents and pupils themselves. The resources are accessible anytime through various devices (a desktop computer, laptop, smartphone, an interactive board) and can be printed in a PDF version. They help develop pupils’ skills and build their knowledge through diverse forms of activity and communication, interactive exercises and multimedia materials. The Platform enables teachers to prepare interdisciplinary lessons, their own versions of textbooks, group and individual work.

The resources available on the Platform are created in line with the standards of the Web Content Accessibility Guidelines (WCAG). Thus, they can be used by pupils with special educational needs. The Platform contains, for example, resources in an easy and accessible language, the Polish sign language and the Ukrainian language.

The Platform also hosts a page ‘School for You’ (Szkoła dla Was) with the section ‘Preparatory Units” (‘Oddziały przygotowawcze’) (available in Polish only). It provides resources and links to free textbooks and educational resources for teaching Polish as a foreign language to children and young people, and information on fee-free Polish and English language classes for people from Ukraine.

The Platform enables users to:

• create their own e-resources, using a creation tool;

• edit resources available on the website for their own needs, using a so-called ‘portfolio’ mechanism;

• make e-resources available to other users and check results;

• have communication in real time between teachers and pupils;

• create their own videoconferences and post links to meetings scheduled in a calendar.

The resource database and functionalities are being developed on an ongoing basis.

Textbooks, educational resources, exercise books and supplementary books adapted to pupils’ educational needs and psychological and physical abilities are co-financed by the State budget. 

The following support measures are in place: 

• The Good Start Programme (“Dobry start”) of the Ministry of Family, Labour and Social Policy targeted at all pupils:

• An allowance of PLN 300 is granted once a year for each child attending school until they reach the age of 20.

• Pupils with disabilities may benefit from the Programme until they reach the age of 24.

• Funding for the purchase of textbooks, educational resources and exercise books for primary school pupils, allocated by each province governor as part of a targeted State-budget subsidy to local government units:

• All primary school pupils are entitled to receive free textbooks, educational resources and exercise books, which are provided by the school. 

• The subsidy is increased for pupils with disabilities participating in special education if they use textbooks or other educational resources adapted to their needs. 

• The targeted subsidy can also be used to cover the costs of printing and copying textbooks, other educational resources and exercise books for teaching purposes or to purchase equipment for printing or copying such resources; for pupils with disabilities who have a statement of special educational needs, the subsidy can also be used to purchase equipment or software for reading digital textbooks, and other educational resources or exercise books. 

(Art. 55, Act of 27 October 2017 on the Financing of School Education Tasks, as subsequently amended / Ustawa z dnia 27 października 2017 r. o finansowaniu zadań oświatowych, z późn. zm.)

(Regulation of the Council of Ministers of 11 May 2023 on the maximum amounts of the targeted subsidy granted to schools for the provision of textbooks, educational resources and exercise books / Rozporządzenie Rady Ministrów z dnia 11 maja 2023 r. w sprawie maksymalnych kwot dotacji celowej udzielanej na wyposażenie szkół w podręczniki, materiały edukacyjne i materiały ćwiczeniowe)

(Regulation of the Minister of National Education of 20 March 2018 on the value of indices increasing the targeted subsidy for the provision of textbooks, educational resources and exercise books for pupils with disabilities in primary schools / rozporządzenie Ministra Edukacji Narodowej z dnia 20 marca 2018 r. w sprawie wysokości wskaźników zwiększających kwoty dotacji celowej na wyposażenie szkół podstawowych w podręczniki, materiały edukacyjne i materiały ćwiczeniowe dla uczniów niepełnosprawnych)

• Development and adaptation, production and distribution of textbooks, other educational resources, exercise books or supplementary books or their parts, including those adapted to the educational needs of pupils with learning or communication difficulties, resulting also from disabilities, as commissioned by the minister responsible for school education: 

• adapted textbooks, educational resources and exercise books with Picture Communication Symbols (PSC) and in the Polish sign language; 

• adapted textbooks, educational resources and exercise books in the Braille alphabet and with large print;  

• educational resources and exercise books in an easy to read (ETR) language; 

• Exercise books for pupils with a moderate or severe intellectual disability;

• “Sign with us”: a Polish sign language course (“Migaj razem z nami” - kurs polskiego języka migowego, PJM; information in Polish); 

•  A series of accessible reading-list literature (Lektury dostępne; information in Polish only); 

and various teaching aids: 

• “The government programme for pupils with disabilities: financial support for the purchase of textbooks, educational resources and exercise books in the years 2023-2025” (“Rządowy program pomocy uczniom niepełnosprawnym w formie dofinansowania zakupu podręczników, materiałów edukacyjnych i materiałów ćwiczeniowych w latach 2023–2025”; information in Polish only) aimed at post-primary school pupils with disabilities participating in special education. The programme runs until end of the school year 2025/2026. 

Rehabilitation-and-education classes/activities

Children and young people with a profound intellectual disability attend the compulsory one-year preschool preparatory classes and participate in full-time compulsory school education and full-time compulsory education (in school or non-school settings) in the form of one-to-one or group rehabilitation-and-education classes/activities (2 to 4 participants per group). 

Such classes/activities may also be conducted in mainstream (nursery) schools, but not for disabled and non-disabled peers jointly.

Rehabilitation-and-education classes/activities for children and young people with a profound intellectual disability can be organised:

• from the beginning of the school year in the calendar year in which the child reaches the age of 3;

• until the end of the school year in the calendar year in which the pupil/learner reaches the age of 25.

Rehabilitation-and-education classes/activities aim to:

• support children and young people with a profound intellectual disability;

• develop their interest in the environment;

• develop, insofar as their abilities allow it, their independence from other people in everyday life.

Classes/activities are based on an individualised programme (in such cases, there is no core curriculum for general education) and focus, in particular, on:

• learning to make contact with others in a way suited to participants’ needs and abilities;

• developing ways of communication with the environment at a level suited to individual abilities of participants;

• kinesiotherapy and psychomotor education developing gross and fine motor skills; developing body and spatial orientation;

• preparing participants to gain optimal independence in everyday life;

• developing participants’ interest in the environment, multi-sensory environmental cognition; learning to understand changes in the environment; developing skills necessary to function in the environment;

• developing the ability to co-exist in a group;

• learning to take intentional action suited to the age, abilities and interests of participants and their level of activity.

An individualised programme is: 

• developed by teachers conducting classes/activities, in cooperation with psychologists and, depending on the needs, other specialists; 

• based on an assessment and recommendations made in a statement recommending rehabilitation-and-education classes, and on the observation of pupils/learners.

Progress made by children and young people with a profound intellectual disability who attend rehabilitation-and-education classes/activities is periodically assessed. The rules of assessment are the same regardless of the type of educational institution conducting such classes/activities.

Each pupil/learner attending such classes/activities has a separate observation sheet where teachers record information about the following aspects:

• changes in gross motor skills (posture, locomotion and motor coordination);

• changes in fine motor skills (coordination of arm movements, visual-motor coordination, manipulation);

• activity initiated independently by the pupil (non-directed activity);

• attentional focus, including attention span, during spontaneous activity (when playing and performing tasks);

• collaboration in various situations, including its duration;

• development of new skills (pace, permanency, degree of difficulty);

• dominant mood and emotions;

• readiness for contact (kinds and directions of contacts);

• self-service skills;

• participation in cleaning activities;

• problem behaviour (description of problem behaviour and situations where it occurs, teacher’s response to problem behaviour, changes in behaviour);

• ways of communicating;

• other significant behaviours.

At least twice in a school year, teachers conducting classes/activities carry out a periodic assessment of the pupils’ performance, which is based on class documentation, including an individualised learning programme. Where necessary, they modify the individualised programme of classes/activities.

(Regulation of the Minister of National Education of 23 April 2013 on the conditions and organisational arrangements for rehabilitation-and-education classes for children and young people with a profound intellectual disability / Rozporządzenie Ministra Edukacji Narodowej z dnia 23 kwietnia 2013 r. w sprawie warunków i sposobu organizowania zajęć rewalidacyjno-wychowawczych dla dzieci i młodzieży z upośledzeniem umysłowym w stopniu głębokim).