Reading Instruction in the Primary Grades
Students acquire basic terminology of literary studies and linguistics but are not always able to use them properly. Students’ knowledge of terms and rules was sometimes observed to interfere with the independent interpretation of the text. The tendency toward simplistic interpretations of human behavior and disambiguated evaluations of characters in literary works is not counteracted successfully at school.
Instruction often consists of telling students how things should be done instead of letting them experiment for themselves and experience the results. Researchers have pointed out that teachers seldom create problem situations that would stimulate collective elaboration of the text interpretation. This may explain the often observed inability of students to listen and understand the adversary’s position, argue in a matter of fact fashion, and control emotions.
Instructional Materials
The national curriculum requires teachers to have students read at least four literary books a year from a list of 26 titles. Additionally, students are expected to read smaller texts from textbooks and anthologies (e.g., Greek mythology, fairy tales, legends, Christmas carols, patriotic songs, poetry for children). Texts such as magazines, scientific articles for children, instructions, and train timetables are not recommended.
Research on the effects of the national curriculum on student achievement shows that book and magazine readership among Polish students is unsatisfactory.6 Five percent of 12‑year‑old students (2 percent of girls and 8 percent of boys) admitted to not reading at all, even texts assigned at school. The percentage of nonreaders increases in lower secondary school. Boredom is the most common excuse for not reading, and researchers have found that teachers often assign antiquated, difficult, or unattractive texts in class.
Use of Technology
Audiovisual equipment is available in most Polish primary school classrooms. On average, there is 1 computer for every 10 students.7 However, few computers are available to children in Grades 1 to 3. Computer rooms primarily are used by students in Grades 4 to 6 during their information technology classes. Researchers have found that teachers seldom make use of the Internet and other digital technologies during reading instruction.
Role of Reading Specialists
There are no trained reading specialists in Polish schools. Instead, schools employ speech and educational therapists to assist students with special needs or learning disabilities. On average, 33 such therapists are available for every 100 primary schools.8
Second Language Instruction
Non-native Polish speakers are entitled to education on the same terms as their peers. Public schools may organize preparatory classes for students arriving from abroad. Students with insufficient command of Polish may attend supplementary classes in Polish free of charge as long as they need it, and may use an interpreter’s help in the classroom for 12 months. They also may take remedial courses of selected subjects for 12 months, provided that Polish and other subject classes do not exceed five teaching hours weekly. External examinations at the end of lower and upper secondary school are accommodated to foreign students’ proficiency in Polish.
Accommodation Policies for Instruction and Testing
The provision of education for students with special education needs is an integral part of the Polish education system. Support for children with special needs aims to stimulate their psychological and physical development and enhance their learning effectiveness. It is intended to correct disorders, reduce gaps in the knowledge and skills acquired within curricular frameworks, and eliminate causes and symptoms of learning and behavioral disorders. All students who require assistance due to individually identified developmental and special education needs are eligible to receive support.
Special education may be provided in mainstream or special settings (e.g., mainstream schools, integration schools and classes, special schools, residential special schools). It also may be provided in the form of individualized teaching for students whose health prevents school attendance. Socially maladjusted students may be directed on the basis of a court decision to a resocialization center for young people, while students at risk of social maladjustment may be directed to a sociotherapy center for young people, provided their parents’ consent.
Special education applies the same teaching methods as mainstream education, although more emphasis is placed on individual work with students. While teachers are free to choose teaching methods and resources, they are required to apply certain principles of special education (e.g., adapting teaching activities to individual student abilities and needs, increasing the level of difficulty gradually, using demonstration and examples in teaching).
The curricula followed within special education in schools other than those for children with moderate or severe intellectual disabilities are based on the national curriculum. The curriculum should be adapted to meet the needs and abilities of individual students and approved by the school head. Students with a statement of need for special education have educational and therapeutic programs developed according to their individual needs and psychological and physical abilities.
Students in special education are assessed throughout the school year according to the same rules that apply in mainstream schools. This includes descriptive assessment and numeric grades. An exception is made for students with moderate or severe intellectual disabilities, for whom descriptive assessment is used at all levels of education. Final external examinations are adapted in format for students with special education needs according to their speaking, writing, or physical abilities. If necessary, examinations may be administered in a separate classroom, at home, or in a hospital. Students with multiple disabilities may qualify for exemption from final examinations.
All special education graduates, except those with moderate or severe intellectual disabilities, receive the same school certificates as mainstream students. Certificates for students with moderate or severe intellectual disabilities are issued on a special form that includes descriptive assessments or grades. Special education graduates preparing for employment are awarded certificates confirming their qualification for a particular occupation.