Definition of the target group(s)

Special 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 an intellectual disability:
    • a mild intellectual disability,
    • a moderate intellectual disability,
    • a 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;
• 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 certificate recommending special education (special education certificate), issued by a counselling and guidance centre. A certificate specifies recommended forms of special education, depending on the type of disability, including the level of intellectual disability.

(Article 127, 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)

(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 (text in Polish) / Regulation of the Minister of National Education of 9 August 2015 on the conditions for providing education and care to disabled and socially maladjusted children and those at risk of social maladjustment; Journal of Law 2020, item 1309)

The term ‘multiple disabilities’ refers to at least two combined types of disability:

• deafness;
• hearing impairment;
• blindness;
• visual impairment;
• a motor disability, including aphasia;
• a mild, moderate or severe intellectual disability;
• autism, including Asperger’s syndrome.

(Article 4, section 32,  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)

Children and young people with a severe intellectual disability participate in the compulsory preschool preparatory year, full-time and part-time compulsory education in the form of rehabilitation-and-education classes.  

(Article 36, section 17, 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)

(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.(text in Polish) / 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 severe intellectual disability; Journal of Law, item 529).

Children and young people take rehabilitation-and-education classes on the basis of a certificate recommending such individualised or group activities, issued by a counselling and guidance centre.

If, due to their health condition, children or young people are unable to attend a nursery school, an alternative preschool education setting or a school, they follow individualised one-year pre-school preparatory classes or an individualised learning programme, based on a certificate recommending such type of provision.

(Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie indywidualnego obowiązkowego rocznego przygotowania przedszkolnego dzieci i indywidualnego nauczania dzieci i młodzieży (text in Polish) 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; Journal of Law, item 1616, and Journal of Law 2020, item 1537)

The school education system provides early development support from the time when the child’s disability is diagnosed until the time when the child starts school. It is based on a statement / opinion recommending early childhood development support.

(Rozporządzenie Ministra Edukacji Narodowej z dnia 24 sierpnia 2017 r. w sprawie organizowania wczesnego wspomagania rozwoju (text in Polish) / Regulation of the Minister of National Education of 24 August 2017 on early development support; Journal of Law item 1635).

Assessment committees in public counselling and guidance centres issue the following types of certificates and statements / opinions:

• certificates recommending:
  • special education;
  • rehabilitation-and-education classes;
  • individualised preschool preparatory year;
  • individualised learning / teaching;
• statements / opinions recommending early childhood development support.

(Rozporządzenie Ministra Edukacji Narodowej z dnia 7 września 2017 r. w sprawie wydawania orzeczeń i opinii działających w publicznych poradniach psychologiczno-pedagogicznych (text in Polish) / Regulation of the Minister of National Education of 7 September 2017 on certificates and statements issued by assessment committees in public counselling and guidance centres; Journal of Law, item 1743).

As part of the government programme ‘For life’ (2017-2021), which offers comprehensive support to families, specialist care is also available to children at risk of developing a disability (in particular, children up to 3 years of age) 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.

(Ustawa z dnia 4 listopada 2016 r. o wsparciu kobiet w ciąży i rodzin „Za życiem” (text in Polish) / Act of 4 November 2016 on the ‘For Life’ Support Programme for Pregnant Women and their Families; Journal of Law 2020, item 1329)

(Uchwała Nr 160 Rady Ministrów z dnia 20 grudnia 2016 r. w sprawie programu kompleksowego wsparcia dla rodzin „Za życiem” (text in Polish) / Resolution no. 160 of the Council of Ministers of 20 December 2016 on the comprehensive support programme for families, ‘For Life’; Official Gazette of the Government of the Republic of Poland, item 1250)

(Rozporządzenie Ministra Edukacji Narodowej z dnia 5 września 2017 r. w sprawie szczegółowych zadań wiodących ośrodków koordynacyjno-rehabilitacyjno-opiekuńczych (text in Polish) / Regulation of the Minister of National Education of 5 September 2017 on the detailed tasks of the leading coordination-rehabilitation-care centres; Journal of Law, item 1712)

Where pupils have specific learning difficulties, educational requirements, based on a curriculum, are adapted to their individual developmental and educational needs and psychological and physical abilities.. Such pupils are also provided with psychological and pedagogical support.

Specific learning difficulties are understood as learning difficulties experienced by pupils with normal intellectual abilities whose problems with learning the contents taught result from their specific perceptive, physical and cognitive characteristics which are not related to any neurological problems.

(Article 3, section 33, 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)

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

Statements confirming specific learning difficulties are issued by:

• public counselling and guidance centres; and
• non-public counselling and guidance centres which are established under Article 82 of Prawo oświatowe (School Education Act) and employ specialists with qualifications required of those working in public counselling and guidance centres.

(Article 127, section 11, 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)

Statements / opinions confirming specific learning difficulties may 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. 

(Rozporządzenie Ministra Edukacji Narodowej z dnia 22 lutego 2019 r. w sprawie oceniania, klasyfikowania i promowania uczniów i słuchaczy w szkołach publicznych (text in Polish) / 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; Journal of Law, item 373).

With a permission given by the head of a school, particularly gifted children and young people may follow:

• an individualised learning programme / curriculum; or
• an individualised learning path.

(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 (text in Polish) / Regulation of the Minister of National Education of 9 August 2017 on the conditions and procedures for granting permission to follow an individualised learning programme or learning path and the organisation of an individualised learning programme or learning path; Journal of Law item 1569)

Permission is granted:

• at the request or with the consent of an adult learner or of a child’s parents;
• after consultation with the school's teaching council and a public counselling and guidance centre, including a specialised centre;
• upon completion of at least one year of education, or after the pupil’s mid-year assessment and in duly justified cases.

Psychological and pedagogical support (counselling and guidance) is provided to all pupils who have been found to be in need of such support. All institutions in the school education system are required to provide psychological and pedagogical support.

Although the legislation does not define special educational needs (SEN), the term is understood very broadly, and its meaning is determined by the needs of a child, pupil or learner.

Special needs may result, in particular, from:

• disability;
• social maladjustment;
• risk of social maladjustment;
• behavioural or emotional disorders;
• special talents;
• specific learning difficulties;
• competence deficits and verbal communication disorders;
• a long-lasting illness;
• crisis or traumatic situations;
• school failure;
• child neglect resulting from the financial situation of the pupil and his / her family, ways of spending free time and contacts in the home environment;
• adaptation difficulties due to cultural differences or to the change of the learning environment, for example, upon return from abroad.

Psychological and pedagogical support is provided to the child on the basis of:

• assessment of the child’s needs by the teacher conducting classes, class tutor or a specialist;
• a statement / opinion recommending such support, issued by a public or non-public counselling and guidance centre;
• a certificate recommending such support, issued by an assessment committee in a public counselling and guidance centre.

Support can also be provided at the request of:

• parents;
• pupils themselves;
• the head of the nursery school / school / institution;
• a teaching assistant;
• a Roma education assistant;
• a school nurse (referred to as an educational setting nurse);
• a social worker;  
• a probation officer appointed by a court of justice;
• a family assistant;  
• a non-governmental organisation;
• an institution or entity working for family, children and young people.

The following arrangements are in place for children and pupils who can attend a nursery school, an alternative preschool education setting or a school, but who have difficulties in functioning in a peer group:

• an individualised path for the compulsory preschool preparatory year;
• an individualised learning path.

To follow an individualised path, pupils should have a statement / opinion from a counselling and guidance centre recommending this type of support.

An individualised path is not available to preschool children and school pupils participating in special education. They may take classes on an individual basis or in a group of up to 5 participants, based on an individual educational-and-therapeutic programme.

(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 (text in Polish) / Regulation of the Minister of National Education of 9 August 2017 on the rules for the provision and organisation of psychological and pedagogical support in public nursery schools, schools and institutions; Journal of Law 2020, item 1591)

Schools provide medical care to pupils which includes:

• preventive healthcare for pupils until they reach the age of 19;
  • for pupils holding a special education certificate: until they finish a post-primary school;
• health promotion;
• dental care until pupils reach the age of 19.

Public schools are also required to provide access for pupils to a prevention healthcare and pre-medical care office.

A school nurse or educational setting nurse and a school hygienist are not school employees and only provide preventive healthcare services within the premises of a school.

(Ustawa z dnia 12 kwietnia 2019 r. o opiece zdrowotnej nad uczniami (text in Polish) / Act of 12 April 2019 on Healthcare Services for Pupils; Journal of Law, item 1078)

Specific Support Measures

All children and young people with special educational needs (SEN) may 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-term) and end-of-year assessment

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

When giving end-of-term or end-of-year marks for behaviour to a pupil with diagnosed developmental disorders or disfunctions, teachers should take into account the impact of such disorders or disfunctions on the pupil’s behaviour, based on:

• a certificate recommending special education; or
• a certificate recommending individualised learning; or
• a statement / opinion from a counselling and guidance centre, including a specialised centre.

If the mid-year or end-of-year assessment (or end-of-semester assessment in a post-secondary school) demonstrates that due to the level of his / her 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 any gaps in learning.

Teachers are required to adapt educational requirements to pupils’ individual developmental and educational needs and psychological and physical abilities, in the same way as in mainstream and integration schools.

The progress made by pupils in special education is subject to periodic assessment, based on the same rules as in mainstream and integration nursery schools and schools and alternative preschool education settings.

Nursery schools and schools at all education stages use descriptive assessment for pupils with a moderate or severe intellectual disability. Due to the specificity of education provided to such pupils and the individual pace and scope of their learning, achievements in each sphere of pedagogical and rehabilitation interventions are planned on an individual basis. A multifaceted specialist assessment, conducted periodically by teachers and specialists, makes it possible to modify the individual educational-and-therapeutic programme for each pupil and to adjust the level of expected achievements to the pupil’s abilities.

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 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. The decision to promote a pupil to a higher grade is taken by the school’s teaching council. A pupil who has not been promoted to a higher grade (or to a higher semester in a post-secondary school) repeat a given year (or semester).

Pupils in primary schools, including schools within young offender institutions or youth detention centres, who:

• hold a special education certificate,
• follow curricula with at least a one-year delay,
• obtain marks classified as positive under the school assessment system for all compulsory classes and classes in an ethnic / national minority language or the regional language,
• are considered capable of learning curricular contents covering two years within one school year,

may also be promoted to a higher grade during the school year.

A pupil with a moderate or severe intellectual disability who holds a special education certificate 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 takes into account recommendations made in the pupil’s individual educational-and-therapeutic programme.

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 pedagogical support (counselling and guidance) to children and young people attending them, and their parents and teachers, in line with individual needs. The legislation lays down arrangements for the provision and organisation of such support in public nursery schools, schools and other public educational institutions.

(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 (text in Polish) / Regulation of the Minister of National Education of 9 August 2017 on the rules for the provision and organisation of psychological and pedagogical support in public nursery schools, schools and institutions; Journal of Law 2020, item 1591)

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.

(Rozporządzenie Ministra Edukacji Narodowej z dnia 1 lutego 2013 r. w sprawie szczegółowych zasad działania publicznych poradni psychologiczno-pedagogicznych, w tym publicznych poradni specjalistycznych (text in Polish) / Regulation of the Minister of National Education of 1 February 2013 on the detailed operational rules for public counselling and guidance centres, including specialised centres: Journal of Law, item 199, and Journal of Law 2017, item 1647).

Psychological and pedagogical support in public nursery schools, schools and other public institutions is provided by:

• teachers,
• class or group tutors,
• specialists, including, in particular, psychologists, pedagogues, speech therapists, educational therapists and careers advisers.

In consultation with the body administering a given school (nursery school or institution), the school head employs teachers and specialists providing psychological and pedagogical support, based on the previously identified needs.

When identifying the need to provide a pupil with psychological and pedagogical support, a teacher, class / group tutor or specialist:

• immediately offers support during ongoing work with the pupil;
• informs the person responsible for coordination of psychological and pedagogical support:
• the pupil’s class tutor: in a school or institution within which a given school operates;
• the head of the nursery school or institution: in a nursery school or institution which does not comprise a school;
• another person appointed by the head.

These responsibilities include identifying the forms and duration of support to be provided and the number of hours for each form

It is the responsibility of a support coordinator to determine:

• the forms in which support will 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 pedagogical support.

Psychological and pedagogical support is offered on a voluntary basis. Public institutions in the school education system provide support on a free-of-charge basis.

The class tutor or the head of a school (nursery school or institution) collaborates with the pupil’s parents or with the adult learner in planning psychological and pedagogical 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 /adult learner,
• a counselling and guidance centre,
• an educational setting nurse,
• a school nurse,
• a Roma education assistant,
• a teaching 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.  

In the case of pupils who have a special education certificate, psychological and pedagogical support activities are planned and coordinated by a team of teachers, class tutors and specialists working with pupils.

Nursery schools provide psychological and pedagogical support as part of ongoing work with their pupils and in the following forms:

• classes / activities developing aptitudes or talents;
• specialised classes:
  • corrective and compensatory classes,
  • speech therapy classes,
  • classes / activities developing emotional and social competences,
  • other therapeutic activities;
• an individualised path for the compulsory preschool preparatory year;
• guidance and counselling sessions.

Schools provide psychological and pedagogical support as part of ongoing work with pupils and in the following forms:

• classes / activities developing aptitudes or talents;
• classes / /activities developing learning skills;
• educational support and remedial classes;
• specialised classes:
  • corrective and compensatory classes,
  • speech therapy classes,
  • classes / activities developing emotional and social competences,
  • other therapeutic activities;
• education and career planning classes;
• an individualised learning path;
• therapeutic classes;
• workshops;
• guidance and counselling sessions.

Classes developing aptitudes or talents:

• are organised for particularly gifted pupils;
• may be attended by up to 8 pupils;
• are conducted by teachers, class tutors and specialists with qualifications required for a given type of classes.

Corrective and compensatory classes:

• are organised for pupils with developmental disorders or deviations, including specific learning difficulties;
• may be attended by up to 5 pupils.

Speech therapy classes:

• are organised for pupils with competence deficits and language disorders;
• may be attended by up to 4 pupils.

Classes / activities developing emotional and social competences:

• are organised for pupils with difficulties in social functioning;
• may be attended by up to 10 pupils unless a larger number is justified by pupils’ needs;
• are conducted by teachers, class tutors and specialists with qualifications required for a given type of activities.

Other therapeutic activities:

• are organised for pupils with developmental disorders or deviations who have problems with functioning in their nursery school, school or institution, and with active and full participation in the life of their nursery school, school or institution;
• may be attended by up to 10 pupils.

Classes / activities developing learning skills:

• are organised in order to enhance the effectiveness of pupils’ learning;
• have no upper limit for the number of pupils set by the national legislation, with organisational arrangements left to the head of a school (nursery school or institution). 

 Educational support and remedial classes:

• are organised for pupils with learning difficulties, and, in particular, with difficulties in meeting educational requirements specified in the core curriculum for general education at a given stage;
• may be attended by up to 8 pupils.

Education and career planning courses:

• are organised to support pupils in making their education and career choices;
• are conducted using active learning methods;
• are conducted by teachers, class tutors and specialists, and, in particular, by careers advisers.

One hour of classes developing aptitudes or talents, specialised classes, classes developing learning skills, educational support and remedial classes, and education and career planning classes lasts 45 minutes.

Where justified by pupils’ needs, the duration of individual classes may be shorter, but the total weekly duration of these classes, as set for the pupil concerned, should be respected.

Such classes / activities are conducted using active learning methods.

Classes are conducted by teachers, class tutors and specialists who have qualifications required for a given type of classes / activities.

Individualised path for the compulsory preschool preparatory year and individualised learning path for school education

• Individualised programmes are taken by individual pupils with special educational needs (SEN) who are able to attend a (nursery) school but – due to difficulties in functioning which result from their health condition or for other reasons – are unable to participate in all preschool education or school classes / activities together with their (nursery) school class and require adjustments to the organisation and process of teaching.
• Individualised programmes comprise all preschool education or school classes / activities, but SEN pupils take some of them together with their (nursery) school class and other on an individual basis.
• Individualised programmes are a way of implementing a preschool education or school curriculum, with implementation methods and forms adapted to the pupil’s individual developmental and educational needs and psychological and physical abilities.
• Individualised programmes are provided at the request of the pupil’s parents or the adult learner, on the basis of a statement from a counselling and guidance centre recommending this type of support. 
• Before giving its statement, in collaboration with the pupil’s (nursery) school and parents or the adult learner, the centre conducts an assessment of the pupil’s functioning, which takes into consideration outcomes of psychological and pedagogical support provided so far by the (nursery) school.
• Individualised programmes are provided for a period of up to one school year.
• The (nursery) school head determines the weekly number of hours for preschool education or school classes to be taken by the pupil on an individual basis; the head takes into account the limitations that the pupil faces in his / her functioning, as identified in the statement / opinion from the centre, and the need for the pupil to follow the core curriculum.
• Teachers working with the pupil who benefits from this type of support are required to undertake activities aimed at improving the pupil’s functioning in the (nursery) school.
• This type of support is not provided to pupils participating in special education, or taking individualised preschool preparatory year classes or an individual learning programme; they may follow individualised programmes in accordance with other regulations.

Therapeutic classes:

• Classes are organised for pupils who require adjustments to the organisation and process of teaching and long-term specialised support due to difficulties in functioning in the school or class, resulting from developmental disorders or health condition.
• Classes can also be attended by pupils from other schools, upon approval from the body administering a given school.
• A pupil is included in a therapeutic class on the basis of a statement / opinion recommending this type of support, issued by a counselling and guidance centre.
• The teaching process in therapeutic classes is based on the curriculum implemented in a given school, with implementation forms and methods adapted to pupils’ individual developmental and educational needs and psychological and physical abilities.
• Education is provided until the problems identified in the pupil’s functioning in the school or class are mitigated or eliminated.
• Classes are conducted by teachers teaching the corresponding classes.
• A therapeutic class may have up to 15 pupils.

Psychological and pedagogical support is also offered to pupils’ parents and teachers in the form of:

• counselling and guidance sessions;
• workshops;
• training sessions.

In providing psychological and pedagogical support, (nursery) 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.

Workshops and training sessions are conducted by teachers, class tutors and specialists. They also organise counselling and guidance sessions.

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

(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 (text in Polish) / Regulation of the Minister of National Education of 9 August 2017 on the rules for the provision and organisation of psychological and pedagogical support in public nursery schools, schools and institutions; Journal of Law 2020, item 1591)

As regards alternative preschool education settings, their administering bodies specify:

• objectives and tasks of a preschool education centre or unit;
• the method for achieving the objectives, taking into consideration individual 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, including :
  • pedagogical observation which aims to identify children’s developmental needs and abilities;
  • assessment of children’s readiness for school;
  • collaboration with specialists providing psychological and pedagogical support and healthcare.

Teachers conducting classes in alternative preschool education settings:

• observe pupils to assess their developmental potential and needs through pedagogical observation;
• assess children’s school readiness:
  • for children taking the compulsory preschool preparatory year;
  • for 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 pedagogical support and healthcare to children;
• provide guidance to, and advise, parents on how to work with children.

(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) (text in Polish) / 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; Journal of Law 2020, item 1520)

Teachers are free to choose textbooks, educational materials and resources, curricula, and teaching methods and approaches. However, they should take into account pupils’ individual developmental and educational needs and psychological and physical abilities. Teachers may also choose not to use textbooks in the teaching process.

(Ustawa z dnia 7 września 1991 r. o systemie oświaty (text in Polish) / The School Education Act of 7 September 1991; Journal of Law 2020, item 1327)

Teachers are required to adapt educational requirements to individual developmental and educational needs, and psychological and physical abilities of pupils with a statement / opinion confirming specific learning difficulties or any other statement / opinion recommending such adjustments, issued by a counselling and guidance centre, including a specialised centre.

Educational requirements are also adjusted on the basis of:

• a special education certificate, and recommendations in the pupil’s individual educational-and-therapeutic programme;
• a certificate recommending individualised learning;
• the need for individualised learning as identified by teachers and specialists working with the pupil;
• a medical doctor’s certificate on the pupil’s limitations in performing specific physical exercises during physical education classes.

(Rozporządzenie Ministra Edukacji Narodowej z dnia 22 lutego 2019 r. w sprawie oceniania, klasyfikowania i promowania uczniów i słuchaczy w szkołach publicznych (text in Polish) / 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; Journal of Law, item 373).

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

• adjusting the method of communicating with children;
• 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 concrete examples, and applying a heuristic method which promotes multi-sensory cognition;
• using additional teaching resources and equipment;
• repeating rules applicable in the classroom, setting clear limits or boundaries and ensuring that they are respected.

At each stage of education and in any type of school, particularly gifted pupils may 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 completion of education in any school within a shorter period.

(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 (text in Polish) / 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; Journal of Law, item 1569)

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 of a given school and approved by that teacher;
• is adapted to pupils’ aptitudes or talents, interests and educational abilities;
• enables developing the pupil’s knowledge in the fields where he / she demonstrates above-average learning ability;
• is implemented as part of classes at school.

An individualised learning path:

• concerns 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, pedagogues or even the pupil himself/herself.  

Pupils following individualised learning paths may:

• attend selected classes in a given grade or in a higher grade at their school or at another one;
• attend selected classes at 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, chronically ill children may require various types of measures:

• compulsory one-year preschool preparatory classes, full-time or part-time compulsory education provided as individualised one-year preschool preparatory classes or individualised learning when they receive home care and their ill health hinders them in, or prevents them from, attending a nursery school, alternative preschool education setting or school;
• education at a special nursery school or school within a healthcare institution where the child is staying (for example, in a hospital, sanatorium or health resort);
• treatment at their nursery school, alternative preschool education setting, school or institution (for example, injections) or regular application of medication when the child is able to attend a nursery school, alternative preschool education setting or school;
• emergency assistance when the symptoms of an illness worsen or in the case of an accident.

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

Heads of schools (nursery schools or 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 to pupils;  
• conditions for harmonious psychological and physical development of pupils through active health-promoting activities;
• facilities for first aid in emergency within their school; 
• organisational arrangements which take into account the need to provide assistance to chronically ill children; this includes:
  • employing trained staff;
  • defining the responsibilities of staff;
  • staff training;
  • for schools and institutions: recruiting an educational setting nurse in consultation with the competent National Health Service centre.

The need for a pupil to follow individualised preschool preparatory year classes or an individualised learning path / programme for health reasons is identified in a certificate issued, at the parents’ request, by an assessment committee of a public counselling and guidance centre.

Individualised preschool preparatory classes and individualised learning are organised at the place of the pupil’s stay, and in particular at his / her home.

Individualised preschool preparatory classes and classes as part of individualised learning are conducted by a teacher or teachers on an individual basis and in direct contact with the pupil.

The scope and duration of individualised preschool preparatory classes and individualised learning are determined by:

• the nursery school head; or
• the school head; or
• the person managing an alternative preschool education setting,

in consultation with the body administering a given (nursery) school / institution.

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

Individualised preschool preparatory classes:

• Classes cover the core curriculum contents for preschool education; however, at the teacher’s written request, the nursery school head may decide not to cover some contents of the core curriculum considering the child’s psychological and physical abilities and the conditions in the place where such classes are conducted.
• Classes are conducted by one or two teachers.
• The number of hoursper week for individualised preschool preparatory classes conducted on an individual basis with the child:
• ranges from 4 to 6 hours, spread over at least 2 days;
• may be higher than 6 hours, with the consent of the body administering a given nursery school ;
• may be lower than 4 hours, where requested by parents and justified by the child’s ill health; however, the pupil should learn the contents covered by the core curriculum for preschool education.

Individualised learning:

• Individualised learning covers compulsory subjects / classes included in the outline timetables for a given type of school.
• At the teacher’s request, the school head may decide not to cover some contents, taking into consideration the child’s psychological and physical abilities and the conditions in the place where such classes are conducted.
• Classes are provided by:
  • one or two teachers in grades I to III of the primary school,
  • school teachers who are appointed by the school head;
  • a teacher employed in another school, where this is justified and based on the school head’s decision.
• The number of hoursper week for classes conducted with the pupil on an individual basis varies depending on the type of school and the grade:
  • 6 to 8 hours for pupils in grades I to III of the primary school;
  • 8 to 10 hours for pupils in grades IV to VI of the primary school;
  • 10 to 12 hours for pupils in grades VII and VIII of the primary school;
  • 12 to 16 hours for pupils in post-primary schools;
  • may be higher than the maximum number of hours, where consent is given by the administering body;
  • may be lower than the minimum number of hours, where requested by parents and justified by the child’s ill health; however, the pupil should learn the contents covered by the core curriculum.

Teachers observe how the pupil functions in terms of his / her ability to participate in the nursery school or school life in order to:

• ensure full personal development of the pupil;
• ensure the pupil’s integration in the nursery school or 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 provides conditions to ensure that the pupil taking individualised preschool preparatory classes or a learning programme keeps in contact with his / her peers. The head should:

• take into consideration the pupil’s current health condition and findings from the observation by teachers working with him / her;
• agree the arrangements with the pupil’s parents or the adult learner.

The head arranges for various forms of participation for pupils whose ill health hinders them in attending the (nursery) school or participating in (nursery) school life. For example, they can participate in:

• classes / activities developing interests and aptitudes or talents;
• (nursery) 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 pedagogical support.

(Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie indywidualnego obowiązkowego rocznego przygotowania przedszkolnego dzieci i indywidualnego nauczania dzieci i młodzieży (text in Polish) / 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: Journal of Law, item 1616, and Journal of Law 2020, item 1537).

Special education

Children with disabilities may receive preschool education in:

• alternative preschool education settings,
• mainstream nursery schools,
• integration nursery schools,
• special nursery schools, and
• preschool classes in primary schools, including mainstream, integration and special schools.

Mainstream nursery schools may set up integration or special classes. There may also be nursery schools with both integration and special classes.

Special classes are set up for children who have a special education certificate. Special classes in mainstream nursery schools are not established for children with a mild intellectual disability. Children with this type of disability are provided with preschool education in mainstream and integration classes.

Special education for children with disabilities, socially maladjusted children and children at risk of social maladjustment is provided in:

• all types of schools, including:
  • mainstream schools,
  • integration schools, and
  • special schools;
• special institutions, including:
  • youth education centres,
  • youth social therapy centres,
  • special school-and-education centres,
  • special educational centres,
  • rehabilitation and education centres.

Mainstream schools may establish integration and special classes, except for special classes for socially maladjusted pupils or those at risk of social maladjustment. They may attend mainstream and integration classes and special schools and institutions.

Education and care for children and young people with disabilities is provided in mainstream nursery schools and schools and alternative preschool education settings which are as close to their homes as possible.

Where the need for special organisation of the learning process and special working methods (special education) is identified, the following support instruments are used:

• entry into compulsory full-time education may be deferred until the child reaches the age of 9 (optionally, depending on the child’s needs);
• an individual educational-and-therapeutic programme is developed and implemented;
• rehabilitation classes are conducted for pupils with disabilities; the weekly number of hours may not be lower than specified in the legislation (a statutory task of a nursery school, school or centre that the child attends);
• social therapy classes / activities are conducted for pupils at risk of social maladjustment;
• social rehabilitation classes / activities are conducted for socially maladjusted pupils;
• an additional teacher is involved if education is provided in an integration class;
• support provided by additional staff employed: a teacher holding a special education qualification, a specialist or teacher assistant (such support is provided on a mandatory basis by some types of institutions or to pupils with specific types of disability; in other cases, it may be provided depending on the pupils’ needs);
• the commune (gmina) (the lowest-level local government unit) where the pupil lives provides free transport and care during transport to the nearest institution (nursery school, another preschool education setting, school or rehabilitation-and-education centre), or reimburses the costs of transport for the child and his/her carer, as stipulated in an agreement between the local authorities and the child’s parents (only for pupils with disabilities; the age limit for pupils entitled to free transport is specified in the legislation);
• the duration of education at a given stage may be extended or shortened.

Responsibilities of the involved institutions

Providing special education in a nursery school, an alternative preschool education setting, a mainstream or integration primary school is a statutory task of communes (gmina) (the lowest-level local government unit).

The responsibility for implementing recommendations made in a special education certificate rests with the head of a nursery school, school or institution or the person managing an alternative pre-school education setting, as appropriate.

The body administering a given (nursery) school or institution takes responsibility for the latter’s activities. This includes:

• providing conditions for special organisation of the teaching and learning processes and working methods for children and young people in special education;
• providing the school or institution with educational resources and equipment which are necessary to ensure full implementation of curricula and educational programmes, conduct tests and examinations, and perform other statutory tasks.

Mainstream and integration nursery schools, alternative preschool education settings, schools and classes provide the following to children in special education:

• conditions for the implementation of recommendations made in a special education certificate;
• conditions for learning, specialist equipment and educational resources which are suited to children’s individual developmental and educational needs and psychological and physical abilities;
• classes suited to children’s individual developmental and educational needs and psychological and physical abilities, including:
  • rehabilitation classes / activities for children and young people with disabilities;
  • resocialisation / social rehabilitation classes / activities for socially maladjusted children and young people;
  • social therapy classes / activities for children and young people at risk of social maladjustment;
  • psychological and pedagogical support classes / activities, including specialised classes / activities;
• integration with peers, including children without disabilities;
• preparation for independence in adult life.

Individual educational-and-therapeutic programme

An individual educational-and-therapeutic programme is developed for each pupil who has a special education certificate.

An individual educational-and-therapeutic programme takes into account recommendations made in a special education certificate and is developed:

• by a team of teachers and specialists working with the pupil;
• after a multifaceted specialist assessment of the pupil’s functioning / performance;
• where necessary, in collaboration with a counselling and guidance centre, including a specialised 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 individual educational-and-therapeutic programme specifies:

• the scope of, and adjustments to be made to, the preschool education curriculum or educational requirements based on the curriculum to address the pupil’s individual needs and psychological and physical abilities, in particular by applying 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 disabled pupil;
  • social rehabilitation classes / activities for a socially maladjusted pupil;
  • social therapy classes / activities for a pupil at risk of social maladjustment;

which are aimed at:

• improving the functioning of the pupil, including his / her communication with the environment, using alternative augmentative communication (AAC) methods;
• enhancing the pupil’s participation in the life of his / her nursery school or school;
• forms in which, and the period during which, psychological and pedagogical support is provided to the pupil;
• the number of hours for each form of psychological and pedagogical support;
• activities supporting the pupil’s parents;
• the following types of classes / activities:
  • rehabilitation classes / activities;
  • social rehabilitation classes / activities;
  • social therapy classes / activities;
  • other activities in line with the pupil’s individual needs;
  • education and career planning classes conducted as part of:
    • psychological and pedagogical support;
    • 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 performance of special education tasks.

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 organisational conditions for 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 educational classes / activities which are conducted on an individual basis with the pupil or in a group of up to 5 pupils (if this is recommended in the special education certificate or the multifaceted specialist assessment of the pupil’s functioning).

Such programmes are developed for the period:

• for which a special education certificate is issued;
• which cannot exceed the length of a given stage of education.

The implementation of an individual educational-and-therapeutic programme and the progress made by the pupil in special education are regularly monitored by a team of teachers, a class tutor and specialists working with the pupil as part of a multifaceted assessment of his / her functioning. Based on the assessment, the programme is modified where necessary.

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 an individual basis or for a group of children, depending on their needs.

The type, duration and form of rehabilitation classes / activities are specified in an individual educational-and-therapeutic 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.

(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 (text in Polish) / 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; Journal of Law 2020, item 1309)

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

(Rozporządzenie Ministra Edukacji Narodowej z dnia 3 kwietnia 2019 r. w sprawie ramowych planów nauczania dla publicznych szkół (text in Polish) / Regulation of the Minister of National Education of 3 April 2019 on the outline timetables for public schools; Journal of Law, item 639, and Journal of Law 2020, item 1008).

Rehabilitation classes / activities for children with disabilities who have a special education certificate are also compulsory in nursery schools and alternative preschool education settings, but the legislation does not stipulate the minimum number of hours for such classes / activities per week. The number of hours allocated to such classes 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 pedagogical support classes / activities;
• classes in a national or ethnic minority language or the 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 to 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, the pupil / learner may learn a second foreign language at the request of the pupil’s parents or the adult learner. If the pupil / learner does not learn a second foreign language, he / she attends technology classes.

Social rehabilitation or social therapy classes / activities

Young people who are socially maladjusted or at risk of social maladjustment attend social rehabilitation or social therapy classes, respectively, and participate in other therapeutic activities. Such classes / activities develop life skills which help them function properly in their family and social environments.

Additional staff

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

• teachers trained in special education;
• specialists;
• teacher support staff.

Mainstream nursery schools with integration classes, integration nursery schools, mainstream schools with integration classes and integration schools employ special education teachers. Their task is to support integration education which takes into account the recommendations made in special education certificates.

Mainstream nursery schools, alternative preschool education settings and mainstream schools are required to hire additional staff where special education is provided to pupils with a special education certificate who suffer from:

• autism, including Asperger’s syndrome,
• multiple disabilities.

Depending on the needs of pupils with the above-mentioned disabilities and taking into consideration the recommendations made in special education certificates, the following staff are employed:

• a teacher with qualifications in special education; or
• a specialist; or
• teacher support staff.

Additional staff may be employed with the consent of the body administering a given (nursery) school / setting where:

• a mainstream nursery school, alternative preschool education setting or school is attended by a child with a special education certificate who has a disability other than autism, including Asperger’s syndrome, or multiple disabilities;
• a mainstream school is attended by a socially maladjusted pupil or a pupil at risk of social maladjustment.

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 individual educational-and-therapeutic programmes;
• conduct child-raising activities for pupils.

Furthermore, where necessary, additional teaching staff: 

• participate in classes and integrated activities or classes which are included in individual educational-and-therapeutic programmes and are conducted by other teachers and specialists;
• help teachers and specialists in choosing forms and methods of working with pupils in special education.

Taking into consideration pupils’ needs, the head of a (nursery) school or a person managing an alternative preschool education setting:

• allocates classes and integrated activities or classes to additional teaching staff which they conduct together with other teachers or in which they participate;
• assigns tasks to specialists;
• assigns tasks to teacher support staff.

Teacher support staff:

• are hired on a mandatory basis for special classes of mainstream nursery schools and grades I to IV of primary schools which have pupils with specific types of disability:
• a moderate or severe intellectual disability;
• a physical / motor disability;
• autism; or
• multiple disabilities;
• may be hired, with the consent of the body administering a given (nursery) school, in other (nursery) school classes which have pupils with disabilities.

The head of a (nursery) school or the person managing an alternative preschool education setting may also hire non-teaching staff in other cases where this is justified by pupils’ needs, and define their responsibilities. These may include specific tasks and activities for pupils attending mainstream nursery schools and schools. Heads / managers take decisions to hire such staff in consultation with the body administering a given (nursery) school or setting.

Moreover, the parents of a child with a disability may apply to the local welfare centre to hire a disabled person’s assistant.

The tasks of a disabled person’s assistant are to:

• facilitate participation in social life for the person with a disability;
• provide care services;
• offer assistance to the family of the person with a disability.

(Article 50, ustawa z dnia 12 marca 2004 r. o pomocy społecznej (text in Polish) / Welfare Act of 12 March 2004: Journal of Law 2020, item 1876)

(Rozporządzenie Ministra Polityki Społecznej z dnia 22 września 2005 r. w sprawie specjalistycznych usług opiekuńczych (text in Polish) / Regulation of the Minister of Social Policy of 22 September 2005 on specialised care services: Journal of Law No. 189, item 1598, and 2006, No. 134, item 943)

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

Adjustments and adaptations to facilitate access to external examinations

Conditions in which external exams (including the eighth-grader, maturity and vocational exams) are conducted can be adapted and adjusted for pupils with special educational needs (SEN). The form of an exam can be adjusted for pupils and school graduates with disabilities.

Adjustments to theconditions involve:

• minimising limitations related to a disability, social maladjustment or risk of social maladjustment;
• providing an appropriate place of work adapted to the educational needs and psychological and physical abilities of the pupil or graduate taking the exam;
• using suitable specialised equipment and educational resources;
• extending the duration of the exam;
• determining the rules for assessing solved tasks which take into account the educational needs and psychological physical abilities of the pupil or graduate taking the exam;
• during exams: ensuring the presence and assistance of a teacher who helps with writing and reading, depending on the type of disability, social maladjustment or the risk thereof, if it is necessary to communicate with the pupil or graduate taking the exam or to use specialist equipment and resources; the presence of a specialist in a particular type of disability, if it is necessary for communication or for the use of specialist equipment and resources.

To adjust the form of an external exam for pupils and school graduates with disabilities, separate examination sheets are prepared which are suitable for a particular kind of disability. However, no separate examination sheets are prepared for graduates who have a special education certificate due to a mild intellectual disability (this applies to the maturity exam and vocational exams).

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

Pupils with a special education certificate 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.

Adaptations in buildings and learning space

Buildings which house nursery schools, schools and other educational institutions within the school education system should comply with technical specifications for public utility buildings. Such specifications refer to, among other things, access for disabled persons.

(Rozporządzenie Ministra Infrastruktury z dnia 12 kwietnia 2002 r. w sprawie warunków technicznych, jakim powinny odpowiadać budynki i ich usytuowanie (text in Polish) / Regulation of the Minister of Infrastructure of 12 April 2002 on technical specifications to be complied with by buildings and their localisation: Journal of Law 2019, item 1065, and 2020, item 1608).

Requirements concerning the premises for alternative preschool education settings are set out in detail in the legislation.

(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 (text in Polish) / 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; Journal of Law 2020, item 1520).

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

• staff with qualifications required to conduct early development support classes;
• premises to conduct early development support classes on an individual basis and in groups;
• specialist equipment and educational resources suited to children’s developmental and educational needs and physical and psychological abilities.

(Rozporządzenie Ministra Edukacji Narodowej z dnia 24 sierpnia 2017 r. w sprawie organizowania wczesnego wspomagania rozwoju dzieci; Dz. U. poz. 1635) (text in Polish) / Regulation of the Minister of National Education of 24 August 2017 on the provision of early development support for children; Journal of Law, item 1635).

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 or institution or the person managing an 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 teacher support staff  (at the request of the head of the (nursery) school or institution or the person managing the alternative preschool education setting);
• another person, for example, a medical doctor, psychologist, pedagogue, 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 functioning / performance.  

The multifaceted specialist assessment of the pupil’s functioning:

• is conducted before an individual educational-and-therapeutic programme is developed for the pupil;
• is conducted as often as necessary, and 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 specialised centre;
• provides the basis for any necessary adjustments to the individual educational-and-therapeutic programme (for details about an individual educational-and-therapeutic programme, see above).

The assessment takes into consideration the following elements:

• individual developmental and educational needs, strengths, predispositions, interests and aptitudes or talents of the pupil;
• the scope and nature of support to be provided by teachers, specialists, teaching assistants or teacher support staff ;
• reasons behind academic failures 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 on an individual basis or in a group of up to 5 pupils: additionally, 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 address such difficulties.

Parents and adult learners may participate in:

• the team’s meetings;
• the development of the individual educational-and-therapeutic programme for the pupil / learner;
• revision of the programme;
• the multifaceted specialist assessment.

Parents and adult learners receive a copy of the multifaceted specialist assessment of the pupil’s / learner’s performance / functioning.

Duration of special education

Special education is provided to disabled and socially maladjusted pupils or those at risk of social maladjustment in mainstream and integration schools 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.

Pupils with disabilities in all types of schools and pupils in schools within young offender institutions and youth detention centres may have the period of educationextended by one year at each stage of education, with a proportional increase in the number of compulsory class classes.

A decisions 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 his/her parents’ consent;
• for pupils in young offender institutions or youth detention centres: 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.

Size and types of classes

The number of pupils in mainstream groups or classes is specified in the national legislation 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.

(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 (text in Polish) 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; Journal of Law 2020, item 1520)

The number of children per class in a mainstream nursery school may not exceed 25. A nursery school class consists of children of similar ages; consideration is given to children’s needs, interests, abilities and the type of disability.

The number of children per mainstream class for grades I to III of the 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.

Mainstream nursery schools and schools of all types may also set up integration classes and special classes.

An integration class in a (nursery) school is a class where disabled pupils with special education certificates learn together with their peers without a disability. The maximum number of pupils in an integration class is 20, including up to 5 pupils with disabilities.

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

(Rozporządzenie Ministra Edukacji Narodowej z dnia 28 lutego 2019 r. w sprawie szczegółowej organizacji publicznych szkół i publicznych przedszkoli (text in Polish) / Regulation of the Minister of National Education of 28 February 2019 on the detailed organisational arrangements of public schools and public nursery schools; Journal of Law, item 502.

In the school year 2019/2020, there were:

• 435 integration nursery schools (2% of all nursery schools);
• 104 integration schools (0.5% of all schools), including:
• 63 primary schools (0.4% of all primary schools);
• 11 stage I sectoral vocational schools (0.7% of all stage I sectoral vocational schools);
• 4 technical secondary schools (0.2% of all technical secondary schools);
• 24 general secondary schools (1% of all general secondary schools);
• 1 general art school (3.8% of all schools of this type);
• 1 visual arts school (1.7% of all schools of this type).
• 597 mainstream nursery schools with integration classes (2.7% of all nursery schools);
• 1,284 mainstream schools with integration classes (6.1% of all schools), including:
• 1,157 primary schools (8.1% of all primary schools);
• 36 stage I sectoral vocational schools (2.2% of all stage I sectoral vocational schools);
• 25 technical secondary schools (1.3% of all technical secondary schools);
• 64 general secondary schools (2.7% of all general secondary schools);
• 1 1^st grade general music school (2% of all schools of this type);
• 1 post-secondary school (0.3% of all post-secondary schools).

Special classes in mainstream nursery schools and schools are established only for disabled pupils with special education certificates, 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 and schools varies depending on the type of disability and is equal to the number of pupils in such classes in special nursery schools or schools respectively.

In the school year 2019/2020, there were:

• 74 mainstream nursery schools with special classes (0.3% of all nursery schools);
• 98 mainstream schools with special classes (0.5% of all schools), including:
• 82 primary schools (0.6% of all primary schools);
• 3 technical secondary schools (0.1% of all technical secondary schools);
• 3 general secondary schools (0.1% of all general secondary schools);
• 9 stage I sectoral vocational schools (0.5% of all stage I sectoral vocational schools);
• 1 post-secondary school (0.3% of all post-secondary schools).

The school education system may also include mainstream nursery schools and schools which have both integration and special classes. They are, however, fewer in number than other types of institutions. In the school year 2019/2020, there were:

• 110 mainstream nursery schools with integration and special classes (0.5% of all nursery schools);
• 67 mainstream schools with integration and special classes (0.3% of all schools), including:
  • 64 primary schools (0.4% of all primary schools);
  • 1 technical secondary school (0.1% of all technical secondary schools);
  • 1 general secondary school (less than 0.1% of all general secondary schools);
  • 1 stage I sectoral vocational school (0.1% of all stage I sectoral vocational schools).

Core curriculum

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

(Załącznik nr 1 do rozporządzenia 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 (text in Polish) / 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; Journal of Law, item 356, and 2018, item 1679).

Children with disabilities whose intellectual development corresponds to their age or children with 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.

(Załączniki nr 2, 4 i 6 do rozporządzenia 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 (text in Polish) / 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; Journal of Law, item 356, and 2018, item 1679).  

(Rozporządzenie Ministra Edukacji Narodowej z dnia 31 marca 2017 r. w sprawie podstawy programowej kształcenia w zawodach (text in Polish) / Regulation of the Minister of National Education of 31 March 2017 on the core curriculum for training for individual occupations; Journal of Law, item 860, and 2018, item 744)

(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 (text in Polish) / 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; Journal of Law, item 991)

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.

(Załączniki nr 3 i 5 do rozporządzenia 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 (text in Polish) / 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; Journal of Law, item 356, and 2018, item 1679)  

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 which 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 given 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 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.  

Curricula, textbooks, educational resources and exercise materials

Teachers are free to choose curricula.

Teachers can:

• develop a curriculum individually or in cooperation 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 suitable for the needs and abilities of pupils.

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

When choosing textbooks, educational resources or exercise materials for pupils with disabilities who participate in special education, teacher teams conducting classes in grades I to III of the primary school and teacher teams conducting a given type of classes in grades IV to VIII of the primary school and in a post-primary school take into account educational needs and psychological and physical abilities of pupils.

Teams can propose to the school head more than one textbook or educational resource for pupils:

• who have a disability and participate in special education;
• who participate in education / classes necessary to maintain their sense of national, ethnic and linguistic identity.

Primary school pupils are provided with free textbooks, educational resources and exercise materials.

Schools receive a targeted / specific-purpose State-budget subsidy to provide primary school pupils with free textbooks, educational resources and exercise materials. The amount of a subsidy may be increased for pupils with disabilities. The value of the index increasing the amount of the subsidy is determined in the regulations issued by the minister responsible for school education.

(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 (text in Polish) / Regulation of the Minister of National Education of 20 March 2018 on the indexes increasing the amount of a targeted subsidy to provide primary schools with textbooks, educational resources and exercise materials for pupil with disabilities; Journal of Law, item 611).

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

This is done through:

• granting a targeted / specific-purpose subsidy;
• awarding contracts for the development, production and distribution of textbooks, educational resources and exercise materials or supplementary books or their parts, financed by the minister responsible for school education.

When commissioned by the minister responsible for school education, textbooks, educational resources and supplementary books adapted to the needs of pupils with disabilities (in the Braille alphabet for blind pupils, with large print for pupils with visual impairment, and in the Polish sign language for pupils with learning and communication difficulties) are available for free download from an IT system.

Rehabilitation-and-education classes / activities

Children and young people with a severe intellectual disability attend compulsory one-year preschool preparatory classes and participate in full-time and part-time compulsory education in the form of rehabilitation-and-education classes / activities. Such classes or activities are conducted in a group or on an individual basis. They may also be conducted in mainstream nursery schools and schools, but not as part of integrated education for disabled and non-disabled peers jointly.

Rehabilitation-and-education classes or activities for children and young people with a severe 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 or activities are conducted in accordance with the recommendations in a certificate / statement:

• on an individual basis;
• in a group.

Group classes are conducted in groups of 2 to 4 pupils / learners.

Classes are conducted on an individual basis or in a group and are always based on an individualised programme.

Rehabilitation-and-education classes aim to:

• support children and young people with a severe intellectual disability;
• develop their interest in the environment;
• develop, insofar as their abilities allow it, their independence from other people in everyday life.

In particular, such classes focus on:

• learning to make contact with others in a way suited to participants’ needs and abilities;
• shaping the way 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 cognition of the environment; learning to understand its changes; 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.

Teachers conducting classes, in cooperation with psychologists and, where necessary, other specialists working with children and young people, develop individualised programmes based on an assessment / diagnosis and recommendations made in a certificate recommending rehabilitation-and-education classes, and observation of pupils / learners.

Progress made by children and young people with a severe intellectual disability who attend rehabilitation-and-education classes is subject to periodic assessment. The rules of assessment are the same regardless of the type of educational institution providing such classes.

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

• 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);
• focusing attention during spontaneous activity (when playing and performing tasks), including the attention span;
• collaboration in various situations, including its duration;
• learning 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 carry out a periodic assessment of the pupils’ functioning, which is based on class documentation, including an individualised learning programme. Where necessary, they modify the individualised learning programme.

In the school year 2019/2020, 8,456 pupils / learners participated in rehabilitation-and-education classes.

(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 (text in Polish) / 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 severe intellectual disability; Journal of Law, item 529).