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Innovative assessment tools and methods - Poland

The adaptation and modification of the teaching program usually implies that a teacher is obliged to provide pupils who suffer from various dysfunctions with additional audio and/or visual teaching aids. The aids are to facilitate the process of learning. Individual pupils complete exercises and perform tasks that have a level of difficulty suitable for their abilities. A teacher may also be asked to explain again or read an instruction twice or even more times.

There are some examples of methods used by teachers working with different types of learners.

  • Children with a severe mental disability tape record their oral presentations such as stories, poems, and answers to some questions, which are later played in the classroom. They even participate in school performances as their role is recorded and then presented to the audience.
  • Children with a hearing impairment are not obliged to attend foreign language classes. As far as learning Polish language is concerned, special requirements concerning the correct articulation, intonation and accent are formulated to facilitate the process of acquiring a mother tongue. Pupils without any disability are encouraged to help their less fortunate peers. A child with SEN will sit beside a strong and calm learner who will willingly help him/her. For example: he is able to point out a suitable exercise, lend a notebook, etc. Pupils with SEN are encouraged to take part in the competitions, the community services, the school performances and assemblies with the participation of the whole class. Writing by listening is replaced by other forms of exercises in the process of writing; the exercises are prepared individually and adjusted to the child’s abilities. These are some of them:
    • the allocation of the sentences to the meaning of the pictures
    • filling in the gaps in the sentences with suitable words. 

Pupils also collect the definition of complex and sophisticated words learned during lessons in a specially designed, for this purpose, self-made dictionary.

  • Children with visual impairments are provided with handouts printed in larger fonts to facilitate reading and writing. They are also encouraged to design art work in larger formats.

In the classrooms for stage I pupils (Years 1-3, age 7-10) there are special places for relaxation and calming down. The time of acquiring and internalising a given part of material is adapted to meet the abilities of the individual pupil. The date of assessment, for example, a test administration is agreed upon with the pupil. The subject leading teachers as well as specialist teachers receive the opinion of the pupil with SEN containing diagnosis and recommendations from Psychological and Educational Service Centres. 

 

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