The school education system should provide conditions for all citizens to exercise their right to education, and for children and young people to exercise their right to education and care as suitable for their age and stage of development.

Learners may have the contents, methods and organisation of education adapted to their psychological and physical abilities, and have access to counselling and guidance – referred to as psychological and pedagogical support – and to special forms of learning and teaching.

Children and young people with disabilities, maladjusted children and young people and those at risk of social maladjustment may receive education in all types of schools, in line with their individual developmental and educational needs and predispositions.

Pupils with disabilities may take an individualised learning path, follow individualised curricula and participate in remedial or rehabilitation classes.

Particularly gifted pupils may follow individualised curricula and complete education in all types of schools within a shorter period of time.

The school education system also provides support and care to pupils in a difficult financial situation or in difficult life circumstances.

The areas of study and curricular contents are adapted to labour market requirements, and schools prepare pupils for the choice of a career and area of study and for active participation in economic life through the development of entrepreneurial attitudes.

Support is also available for the teaching of, and in, the Polish language to the Polish diaspora, Poles living abroad and children of migrant workers.

(Ustawa z dnia 14 grudnia 2016 r. Prawo oświatowe  (text in Polish) / Act of 14 December 2016, The Law on School Education; Journal of Law 2020, item 910).

The school education system provides support to children from birth. Before entering a preschool education setting, children have access to  psychological and pedagogical support (counselling and guidance) in counselling and guidance centres. Early development support is available to the child from the time when a disability is diagnosed until the time when he / she starts school.

Education for pupilswith special educational needs (SEN) is provided at each education level, in nursery schools and alternative preschool education settings, in each type of school and in other institutions attended by children and young people.

Support is also offered to learners in schools for adults and people who wish to acquire additional and upgrade vocational qualifications and skills in non-school settings.

Assessing pupils’ developmental and educational needs and abilities and environmental factors which have impact on their functioning, and providing support based on such an assessment are among the basic responsibilities of:

• teachers,
• class or group tutors (teachers) and
• specialists working in institutions within the school education system.

Teachers should take an individualised approach in working with each pupil during classes. Psychological and pedagogical support should be geared towards supporting active and full participation of children in the life of the nursery school, school or educational institution and in their community.

The following arrangements are in place in the school education system to cater to the educational needs of children and young people:

• various forms of psychological and pedagogical support provided in nursery schools, schools and other institutions, including counselling and guidance centres;
• adaptation of contents, educational requirements, organisation of the learning process and methods applied in the work with pupils to their individual needs and abilities; including:
  • the choice of the core curriculum;
  • adjustment of educational requirements;
  • special education;
  • individualised one-year preschool preparatory classes or individualised instruction / learning;
  • an individualised study programme / curriculum or learning path;
  • exemption from selected classes;
• adjustment of the time of entry into education and the length of an education cycle:
  • earlier entry into compulsory education;
  • deferred entry into compulsory education;
  • extension of the duration of education stages for pupils with disabilities;
  • shortened periods of education for socially maladjusted pupils or pupils at risk of social maladjustment;
  • progression of pupils to a higher grade during a school year;
  • individualised learning;
• adaptations and adjustments to the conditions and forms of external examinations.

Measures taken by institutions in the school education system are also designed to support parents and teachers in addressing educational and learning problems, and in developing their educational skills. They aim to enhance the effectiveness of psychological and pedagogical support provided to children and young people.

Secondary school graduates who have passed the maturity exam may continue their education in higher education institutions. The organisation and implementation of the teaching and learning processes in a higher education institution should be adapted to the specific needs of students with disabilities.

Adults may enrol in schools for adults and acquire and improve their knowledge, skills and vocational qualifications in non-school settings.

Furthermore, universities of the third age offer opportunities for all adults to improve knowledge and develop skills. They aim to:

• promote educational initiatives;
• encourage elderly people's intellectual, social and physical activity;
• develop their knowledge and skills;
• facilitate their contacts with the healthcare services, culture centres, rehabilitation centres, etc.;
• involve them in various activities for their community;
• maintain social bonds and interpersonal communication among elderly people.