Country information for Poland - Assessment within inclusive education systems
There is no assessment for children in crèches and kids’ clubs. Staff should, however, regularly inform parents about their children’s achievements, problems and any possible health issues.
Teachers in pre-primary education settings should observe individual children on an on‑going basis and keep records of their achievements. This helps them assess the child’s needs, adapt teaching and learning methods accordingly, and collaborate with counselling and guidance centres and parents to support the child’s development. If teachers identify any education or behaviour-related issues, public pre-primary institutions should provide psychological and educational support to the children concerned. All children with individual development and educational needs are entitled to receive this support, and support is also offered to their parents.
Pre-primary teachers are also required to assess the school readiness of 6-year-olds (or 5-year-olds at their parents’ request) and provide a report to the parents. Aside from giving parents information about their child’s school readiness, the assessment may help teachers develop an individualised programme to support the child’s development and enable specialists in a counselling and guidance centre to conduct a more in-depth assessment, where necessary. Entry into compulsory primary education may be deferred for up to a year, at the parents’ request. The primary school head teacher makes the decision after consultation with a counselling and guidance centre. In such cases, children continue pre-primary education.
The rules for internal and external assessment of learners in special education are the same as for their peers without disabilities. However, assessment is descriptive for learners with a moderate or severe intellectual disabilities, or with multiple disabilities in special schools who are preparing for employment. Learners with multiple disabilities may be exempt from taking external exams. Those with a moderate or severe intellectual disability are exempt. For others, where necessary, special arrangements may be put in place for external exams, such as:
- separate examination sheets suitable for the type of disability;
- extended exam duration;
- specialised equipment and aids;
- assistance from a teacher during the exam;
- rules of assessment amended according to the learner’s abilities.
Regardless of the setting, all pupils in special education, except those with a moderate or severe intellectual disability, receive the same school certificates and external exam documents as in mainstream education. Regardless of the type of school, end-of-year and school leaving certificates for pupils with a moderate or severe disability are issued in a special format and include descriptive assessment. Pupils finishing a special school and preparing for employment receive a certificate confirming preparation for work (E. Kolanowska, 2021: The System of Education in Poland 2020).
Last updated 30/04/2018