Accessible school for all

The aim of the program is to develop the competencies of specialist teachers in the field of psychological diagnosis and functional diagnosis in schools. The program includes five modules prepared by experts and dedicated to the following topics:

Module 1: Diagnosis that helps and diagnosis that harms

Prepared by Bartosz Jasiński, MA.

The module begins with a webinar, which serves as an introduction to diagnosis. Self-study materials include a teacher’s guide on psychological diagnosis and the risks associated with it. Additionally, the module provides materials for working with children and parents in the form of lesson plans: ‘What should I know about my child’s diagnosis?’ (for parents) and ‘Adventure with a psychological-pedagogical diagnosis’ (for children).

Module 2: School Functional Assessment using the Team Consultation Form and the Student Observation Sheet

Prepared by Prof. (KUL) Ewa Domagała-Zyśk, Urszula Antończuk-Grab, MA, Urszula Kmita, MA.

The training module begins with a webinar on the assumptions and course of the School Functional Assessment. The self-study training materials provide an overview of the School Functional Assessment procedure and its context within the ICF. There is also a guide on how to collaborate in a consultation team and a presentation on the role of the parent in the School Functional Assessment process. The module also includes Ukrainian translations of the School Functional Assessment tools.

Module 3: The role of diagnosis in supporting mental health and developing full potential

Prepared by: Prof. (UKSW) Jan Cieciuch.

The module starts with a webinar on the role of diagnosis in supporting mental health and well-being, as well as a guide to mental health. A study guide that describes a social and emotional health screening intervention is available as part of the self-study materials.

Module 4: Personality Diagnosis in the Symptoms-Competencies-Traits Model

Prepared by: Prof. (UKSW) Jan Cieciuch.

The module is composed of two parts:

• Part A is intended for pedagogues, speech therapists, and pedagogical therapists. It includes a webinar on personality diagnosis in the Symptoms-Competencies-Traits Model, as well as self-study materials such as a guide to personality and a guide on situational personality measurement. Additionally, there will be a presentation explaining the course of personality diagnosis in the OKC model. This module also provides an overview of the post-diagnostic materials available in the OKC application.
• Part B of the module is designed for psychologists. It provides general information about personality diagnosis in the Symptoms-Competencies-Traits Model and offers detailed guides to enable diagnosis in the OKC model, specifically focusing on personality competencies and temperament traits.

Module 5: Diagnosis of cognitive functioning

Prepared by: Prof. Grażyna Krasowicz-Kupis.

This diagnostic module, like the previous one, is composed of two parts for different groups of professionals.

• Part A concerns the diagnosis of cognitive functions using selected screening tools and is designed for educators, speech therapists, and educational therapists. The module begins with a webinar introducing the issues related to diagnosing cognitive functioning. The self-study materials provide detailed guidance on screening and functional diagnosis for the risk of dyslexia and language disorders, as well as a description of the diagnostic procedure. Additionally, the materials include a guide for parents on how to support a child at risk of dyslexia, and a guide for teachers on working with a child with a developmental language disorder.
• Part B of the module is dedicated to diagnosing cognitive functioning using the Comprehensive Analysis of Cognitive Processes battery (KAPP_A application) and selected tools. This section is specifically designed for psychologists and begins with a webinar on cognitive functioning diagnosis. The self-study materials include guides on functional diagnosis for dyslexia and language disorders, as well as testing individuals with migration experience using the KAPP_A application and supporting children with migration experience.

Program coordinator: Prof. (UAM) Beata Jachimczak.

The aim of the program is to develop the competences of specialist teachers in planning, designing, and providing support for students with diverse educational needs in the teaching and learning process, as well as managing and assessing in a diverse classroom.

Module 1: Supporting students with diverse learning needs in the teaching and learning process

Prepared by: Prof. (UAM) Beata Jachimczak, Prof. Iwona Chrzanowska, Prof. Magdalena Olempska-Wysocka.

The module starts with a webinar that covers issues related to supporting students with diverse learning needs. It also includes a guide with instructions on how to strengthen students’ self-efficacy using the project method. Additionally, the training material offers insight into a case study that focuses on supporting the development of a student with a hearing impairment.

Module 2: Cooperation with parents in the support planning process

Prepared by Magdalena Jurewicz, Beata Ordakowska-Szumska, Grażyna Sekulska-Gładysz.

The module begins with a webinar on working with parents in the support planning process. In addition, participants can view self-study materials on formulating praise and positive messages, examples of correspondence between teachers and parents, and a description of an intervention on effective ways to conduct one-way communication with parents and involve them in the support planning process.

Module 3: Universal design in education

Prepared by: Magdalena Bełza-Gajdzica, PhD, Beata Skotnicka, PhD, Sabina Pawlik, PhD.

The module begins with a webinar on how to present knowledge in a differentiated way. Self-study materials include a guide to universal design, a UDL toolbox, an evaluation questionnaire, and a checklist to verify the universality of the designed learning materials.

Module 4: Assessment in a differentiated classroom

Prepared by Magdalena Jurewicz, Beata Ordakowska-Szumska, Grażyna Sekulska-Gładysz.

The module begins with a webinar on assessment and a description of differentiated assessment interventions. The materials are supplemented by a guide, a teacher observation sheet, and an evaluation questionnaire for students.

Module 5: Classroom management methods that take into account the diverse needs of students

Prepared by Magdalena Jurewicz, Beata Ordakowska-Szumska, Grażyna Sekulska-Gładysz.

The module begins with a webinar on methods for managing a classroom, taking into account the diverse needs of students. The self-study materials include a description of an intervention to respond to challenging student behavior, a guide on managing a classroom while considering the diverse needs of students, examples of fair (but not necessarily equal) assessment, and working with a non-Polish speaking student. The materials are complemented by a questionnaire on “Teacher’s Reactions”.

Program coordinator: Tomasz Rowiński, PhD

The program is intended for specialist teachers who wish to enhance their competences in the field of mental health protection for children and adolescents, as well as their skills in delivering tailored support to students’ needs.

Module 1: Adjustment disorders and behavioral disorders among children and adolescents

Prepared by Monika Wrzosek.

The module starts with a webinar on social functioning disorders among children and adolescents, as well as a procedure for teachers and professionals. The self-study materials include a procedure for specialist teachers to handle students who exhibit social functioning disorders. This includes a cross-sectoral perspective, a case study describing the intervention conducted, a sample document for a cooperation agreement between an educational institution and a healthcare entity, and an evaluation sheet.

Module 2: Behavioral changes in children and adolescents as a result of experiencing severe anxiety

Prepared by Karolina Łobodda, PhD.

The training module starts with a webinar on students experiencing severe anxiety. This is then followed by a procedure for specialist teachers to handle students with severe anxiety, considering a cross-sectoral perspective. Additionally, there is a guide to further enhance their understanding in this field, a list of institutions offering student support, and classroom scenarios to be utilized.

Module 3: Changes in the behavior of children and adolescents due to exposure to difficult experiences, including refugee children

Prepared by Magdalena Pach.

The module begins with a webinar on behavioral difficulties in children and adolescents who have experienced trauma, as well as an intervention study that describes the procedure for specialist teachers when working with students who have experienced trauma. This includes a cross-sectoral perspective. The module will provide the trainee with a list of symptoms that a child may have after experiencing trauma, a list of questions and tips for interviewing a traumatized student and the child’s parents or legal guardians, a list of recommended interventions for the school principal, and a list of institutions that a parent can turn to for help with their child. The materials are supplemented by a guide that explains the specifics of working with traumatized children, as well as lesson plans for working with students.

Module 4: Self-aggressive behavior among children and adolescents

Prepared by Emilia Wojewódzka.

The module starts with a webinar on self-harming behavior among students and adolescents. Like in previous modules, participants will have the chance to learn about how specialist teachers can handle students who self-harm, including a cross-sector perspective and a guide. The intervention process is determined by other materials provided in this training module, such as a guide, a parent statement, an evaluation checklist for the coordinator, an interview scenario with the student, and a list of symptoms to watch out for in a student suspected of self-harming.

Module 5: Suicide attempts and suicide among children and adolescents

Prepared by Katarzyna Lewandowska.

The module starts with a webinar on students displaying suicidal behavior. Additionally, specialist teachers will have the chance to learn about the procedure for handling a student’s suicide or suicide attempt from an inter-sectoral perspective. Other self-study training materials include: a guide on individual interventions and their impact on the student’s class, an intervention plan for a student in crisis, a plan for a meeting of the teaching staff who teach in the student’s class before their return to school following a suicide attempt, and suggested messages for the school community.

Program coordinator: Anna Młynarczuk-Sokołowska, PhD.

The program is dedicated to activities that foster the integration of students with migration experience in the classroom. The materials include descriptions of activities that facilitate student learning and information on potential teacher activities that foster student integration.

Module 1: Differentiated learning needs of students with migration experience

Prepared by Katarzyna Szostak-Król, PhD, Anna Młynarczuk-Sokołowska, PhD.

The module starts with a webinar on the varied educational needs of students with migration experience, including refugees from Ukraine. The self-study materials consist of a training scenario for the teaching staff council (prepared by Prof. [UwB] Wioletta Danilewicz), a guide on the text preparation method, and a description of the procedure for its application, as well as a scenario for classes for students using the text preparation method.

Module 2: Teaching – learning Polish as a foreign language

Prepared by: Anna Młynarczuk-Sokołowska, PhD, Katarzyna Szostak-Król, PhD.

The module focuses on the intercultural portfolio method and its application in teaching and learning Polish as a foreign language. The webinar starts with a series of materials, and the self-study content includes a guide, a description of the method’s application procedure, and lesson scenarios for students using the intercultural portfolio method.

Module 3: Integration of students with migration experience into the classroom community

Prepared by Magdalena Jurewicz, Beata Ordakowska-Szumska, Grażyna Sekulska-Gładysz

The module begins with a webinar on integrating students with migration experience into the classroom community. It is complemented by a guide on the same topic. The authors of the self-study material have also prepared suggestions for activities that foster integration. Additionally, they have provided a plan and description of the process for increasing interaction in a culturally diverse group.

Module 4: Managing the classroom as a culturally diverse community

Prepared by Magdalena Jurewicz, Beata Ordakowska-Szumska, Grażyna Sekulska-Gładysz

The module begins with a webinar on managing the classroom as a culturally diverse community. The self-study materials are supplemented by a guide that discusses strategies for responding to information about exclusion, as well as how to establish classroom rules.

Module 5: Cooperation of learning environments

Prepared by Prof. (UwB) Dorota Misiejuk.

The module starts with a webinar on developing competencies in interculturally sensitive conversation. This topic is explored through self-study materials: a study on interculturally sensitive conversation, informational materials dedicated to the technique of solution-focused conversation, and examples of exercises for understanding cultural differences. The intervention suggested in this module focuses on fostering teachers’ reflection on their own communication style with parents of students with migration experience. Therefore, the training materials also include a self-assessment sheet for communication with parents, a teacher contact questionnaire for parents (also available in Ukrainian), and a survey/dossier of observed changes.

Program coordinator: Prof. (UKSW) Anna Fidelus.

The program aims to develop the competencies of specialist teachers in building a positive and inclusive climate in schools or pre-schools. Participants will have the opportunity to learn about actions that can be taken within the classroom to promote tolerance, understanding, acceptance, and prevent aggression or discrimination.

Module 1: Interpersonal relations, empathy, and openness to the other person’s perspective as a basis for building a positive pre-school/school climate

Prepared by: Maciej Ciechomski, Phd, Anna Błaszczak, PhD.

The module begins with a webinar on how to build a culture of empathy in kindergarten. The self-study materials include a description of using activities to develop Non-Violent Communication (PBP) skills in kindergarten, along with attachments that support this purpose (such as a game board, cards, instructions, an index of difficult situations, and questions for teachers). In addition to materials for working with preschoolers, the module also includes a description of activities aimed at developing young people’s ability to decentralize and see the perspective of others. It also provides a set of exercises that can be implemented during workshops with young people and discusses proposals for introducing open and flexible thinking in subject lessons.

Module 2: Cooperation with the local community

Prepared by Ewelina Rzońca, PhD, Katarzyna Błażejewska, MA, Prof. (UKSW) Anna Fidelus.

The module starts with a webinar that consists of reflections on the work of the learning accessibility advisor and a discussion on the teacher-student relationship. Materials for self-study and for direct use with teachers, parents, and students are also included, such as lesson plans and presentations. Furthermore, the module provides a description of the procedure for collaboration between a school and a community organization to enhance educational and upbringing processes, developed by Sylwia Żmijewska-Kwiręg.

Module 3: Counteracting peer exclusion and child abuse

Prepared by Katarzyna Uklańska, PhD, Agnieszka Klimska, PhD, Marcin Klimski, PhD.

The module begins with a webinar on peer exclusion, its sources, and ways to prevent it. The webinar is complemented by a discussion of current legal norms governing behavior in situations of suspected child abuse, lesson plans to carry out with students, and a guide for teachers.

Module 4: Building healthy strategies of coping in interpersonal relationships and counteracting violence

Prepared by Martyna Czarnecka, PhD.

The module starts with a webinar on communication disorders resulting from violence, as well as a guide for parents and teachers that discusses actions to support students with these disorders. The self-study material is complemented by a scenario and presentation that can be used in class with students.

Module 5: Inclusive practices in the school space

Prepared by: Prof. (UKSW) Maria Sroczyńska, Katarzyna Uklańska, PhD.

The module starts with a webinar on barriers and opportunities for integration in school, accompanied by a guide for teachers and parents on the same subject. Moreover, the self-study materials comprise a discussion on inclusive practices in school and a lesson scenario.

Workshop 1.1: Application of the School Functional Assessment procedure to assess the potential and difficulties of students, including students with migration experience and differentiated learning needs and/or disabilities

The workshop focuses on an intervention to identify the individual needs of children and young people, including those with special educational needs or disabilities and experience of migration, and to provide tailored support. The intervention involves the use of a detailed School Functional Assessment procedure and selected tools for its implementation, namely the Team Consultation Form (Formularz Konsultacji Zespołowych – FKZ) and the Student Observation Sheet (Arkusz Obserwacji Ucznia – AOU). The FKZ and AOU tools are based on observations of the student by different people (teacher, specialist teacher, parent). The observations are then discussed at a team meeting and recorded in a joint protocol (FKZ), which indicates areas of the student’s functioning that require special support. Based on the protocols, Individual Educational Plans (Indywidualne Plany Edukacyjne – IPE) are prepared. These plans are implemented for a minimum of three months and then evaluated.

Workshop 1.2: Emotional and social health screening

The workshop is devoted to activities aimed at improving students’ well-being and creating a positive school climate. This will be achieved through the introduction of an emotional and social health screening, as well as the planning of educational interventions. The screening process will involve using diagnostic tools to assess students’ emotional and social health at school. This will provide a comprehensive diagnosis of their personality, including emotional and social functioning, as well as temperament, based on the Symptoms-Competencies-Traits Model.

Workshop 1.2a: Personality Diagnosis in the Symptoms-Competencies-Traits Model  and post-diagnostic interactions (module for pedagogues, speech therapists, pedagogical therapists)

The workshop is an extension of Workshop 1.2 on screening and consists of a discussion of strategies to broaden and deepen screening diagnosis using the tools of the Symptoms-Competencies-Traits Model. The workshop is intended for pedagogues, speech therapists, and pedagogical therapists.

Workshop 1.2b: Personality diagnosis in the Symptoms-Competencies-Traits Model and post-diagnostic interactions (module for psychologists)

The workshop is an extension of Workshop 1.2 on screening and consists of a discussion on strategies to broaden and deepen screening diagnosis, using the tools of the Symptoms-Competencies-Traits Model. The workshop is designed for psychologists.

Workshop 1.3: Diagnosis of the cognitive development of children at risk of dyslexia and language disorders – for pedagogues, speech therapists, and pedagogical therapists

The workshop focuses on preventive measures related to the risk of learning disorders in the area of reading (dyslexia) and language disorders. It does this by introducing systematic screening tests that are adapted to the age group and needs of individuals. Additionally, the workshop covers planning post-diagnostic interventions that are adequate to the needs identified.

Workshop 1.4: Diagnosis of cognitive development of children at risk of dyslexia and language disorders – for psychologists

The aim of the workshop is to discuss interventions that prevent the risk of learning disorders in the area of reading (dyslexia) and language disorders. This will be achieved by introducing systematic screening adapted to the age group and needs, as well as planning post-diagnostic interventions that are adequate to the needs.

Workshop 2.1: Strengthening self-efficacy of students with diverse learning needs based on the use of the project method

The aim of the workshop is to present the principles and process of implementing the project method as a way of working in a diverse group, with the goal of strengthening self-efficacy. It involves preparing teachers to work with the project method and implement it in their work with the class.

Workshop 2.2: Changing the communication model between teachers and parents

The aim of the workshop is to prepare teachers to implement a model of communication with students’ parents in their work. This model is based on regularly informing parents about their child’s progress and promoting communication based on facts.

Workshop 2.3: Using a variety of ways to present content – applying ETR to work with students with language comprehension difficulties

The aim of the workshop is to prepare specialist teachers to familiarize other teachers with ways of delivering lessons that take into account students’ diverse needs in speech and language comprehension. Specialist teachers will be introduced to the assumptions of Universal Design in Education (UDL) and then focus on the first principle of Universal Design in Education (EDL), specifically within this, ETR.

Workshop 2.4: Assessment in a differentiated classroom to foster teaching and learning

The aim of the workshop is to improve teachers’ competencies in assessing students in a differentiated way. The proposed activities, exercises, and actions can inspire teachers in their ongoing work with students. At the same time, it broadens their knowledge of current and summative assessment and equips them with additional skills.

Workshop 2.5: Responding to disruptive student behavior in the classroom

The aim of the workshop is to prepare teachers to put into practice ways of effectively eliminating disruptive behavior in the classroom.

Workshop 3.1: A procedure for specialist teachers to deal with students who manifest disorders in social functioning, including a cross-sectoral perspective

The aim of the workshop is to familiarize participants with activities that reduce the frequency and intensity of self-destructive behaviors, risk behaviors (total or partial withdrawal), reduce the severity of internalization and externalization problems, reduce symptoms associated with outbursts of anger and destructive behaviors, and improve interpersonal relationships. This can be achieved by stabilizing the relationship, reducing emotional instability, and increasing relationship stability.

Workshop 3.2: A procedure for specialist teachers to deal with students experiencing severe anxiety, including a cross-sectoral perspective

The aim of the workshop is to familiarize participants with the procedure for improving the well-being of students experiencing symptoms of anxiety disorders.

Workshop 3.3: A procedure for specialist teachers to deal with students who have experienced trauma, including a cross-sectoral perspective

The aim of the workshop is to familiarize participants with the procedure for identifying students who may be experiencing “major” trauma, “minor” trauma, and PTSD in Ukrainian children.

Workshop 3.4: A procedure for specialist teachers to deal with students who self-harm, including a cross-sectoral perspective

The aim of the workshop is to equip school principals and specialist teachers on how to deal with situations of self-harm by a student on school premises, as well as the presence of self-harm in a student, with or without present suicidal behavior.

Workshop 3.5: A procedure for specialist teachers in the event of a student’s suicide or suicide attempt, including a cross-sectoral perspective

The aim of the workshop is to equip school principals and specialist teachers with strategies on how to handle a suicide attempt on school premises, including situations where the attempt results in death. It also aims to address the issue of reintegrating the student back into the classroom/school after a suicide attempt, as well as actions that may be taken to support the student’s classmates both on and off school premises following a suicide attempt resulting in death.

Workshop 4.1: The text preparation method in the course of educating students with diverse learning needs

The aim of the workshop is to develop the ability to simplify and prepare texts that contain specialist nomenclature from school textbooks. This method involves removing difficult grammatical or lexical structures, or paraphrasing them, so that the text is adapted in terms of both form and content to the language proficiency level of students with migration experience. The method can be applied at different educational stages.

Workshop 4.2: The intercultural portfolio method in the process of teaching and learning Polish as a foreign language

The aim of the workshop is to familiarize participants with the use of the intercultural portfolio method. This method involves the collection of materials by children and young people with experience of migration throughout the entire period of language classes to confirm their increased competence in the use of the Polish language and develop their understanding of Polish culture and customs. The process is adapted to the age of the student and takes into account various forms of verbal and visual expression.

Workshop 4.3: Increasing the number of interactions between students during lessons in a culturally diverse group

The aim of the workshop is to familiarize specialist teachers with activities that aim to increase the frequency of interactions between students in the classroom. This will foster integration and counteract negative phenomena such as isolation or stigmatization.

Workshop 4.4: Managing a culturally diverse classroom during subject lessons

The aim of the workshop is to develop the competencies of specialist teachers in order to reduce situations of exclusionary behavior among students. This includes addressing issues such as refusal to cooperate, discriminatory comments, verbal violence, messages, and behavior based on stereotypes and prejudices.

Workshop 4.5: Building an interculturally sensitive way of communicating with a parent of a child with a migration experience 

The aim of the workshop is to develop the competences of interculturally sensitive communication with parents of students with migration experience. Collaborating with children’s parents can be challenging for teachers due to cultural, linguistic, and social differences. At the same time, it is essential to adequately support the students.

Workshop 5.1: Developing Non-Violent Communication (Porozumienie Bez Przemocy – PBP) skills in pre-school

The aim of the workshop is to develop the social and emotional competencies of preschool children and increase group resources, such as empathy, trust, and non-violent group communication.

Workshop 5.2: Developing the ability to decentralize and see perspectives other than one’s own

The aim of the workshop is to discuss an intervention involving the development of the ability to go beyond one’s own perspective and perceive the arguments of the opposing side, shaping the disposition for open and flexible thinking, and creating the habit of verifying one’s own beliefs and being open to the perspectives of other people in adolescents.

Workshop 5.3: Cooperation between a school and a community organization

The aim of the workshop is to familiarize specialist teachers with recommendations on how the school can collaborate with a community organization.

Workshop 5.4: Support activities for students with communication disorders resulting from violence

The aim of the workshop is to familiarize specialist teachers with the knowledge of communication disorders resulting from violence and activities that can strengthen the ability to recognize, name, and understand emotions. It also aims to help teachers identify their own needs and strategies to meet them, build self-confidence, and use appropriate communication strategies (e.g., assertive refusal) with students.

Intervention 1.1: Using the School Functional Assessment procedure to assess the potential and difficulties of students, including students with migration experience and differentiated learning needs and/or disabilities

The aim of the intervention is to identify the individual needs of children and young people, including those with special educational needs or disabilities, as well as those who have experience with migration, and to provide tailored support.

The intervention involves using a detailed School Functional Assessment procedure and specific tools for implementation, such as the Team Consultation Form (FKZ) and the Student Observation Sheet (AOU). The FKZ and AOU tools rely on observations made by various individuals, including teachers, specialist teachers, and parents. These observations are then discussed during a team meeting and documented in a joint protocol (FKZ), which identifies areas where the student requires additional support. Based on these protocols, Individual Educational Plans (IPE) are developed. These plans are implemented for at least three months before being evaluated.

The intervention can be implemented in both elementary and high schools. It can be targeted towards students with migration experience.

The duration of the intervention is a minimum of five months.

Intervention 1.2: Emotional and social health screening

The aim is to improve students’ well-being and promote a pro-developmental school climate by implementing a screening diagnosis of emotional and social health. This will help guide educational interventions. The process involves screening students’ emotional and social health at school using diagnostic tools specifically designed for a comprehensive assessment of personality, including emotional and social functioning and temperament. The research is conducted through an online application called Symptoms-Competencies-Traits. This application is made accessible to psychological and educational counseling centers, school psychologists, and other institutions by the Centre for the Development of Education. Prior to accessing the application, an agreement must be signed.

The results and conclusions derived from the educational work and interventions should be discussed at the teaching staff council. The screening process can be supplemented by an in-depth or extended diagnosis, which is also conducted using the Symptoms-Competencies-Traits Model.

Duration of intervention – it is recommended to carry out the screening once per school year. Duration depends on whether the diagnosis is extended or deepened. Estimated duration – three months.

Intervention 1.2a: Personality Diagnosis in the Symptoms-Competencies-Traits Model and post-diagnostic interventions (module for pedagogues, speech therapists, pedagogical therapists)

The activities planned for this intervention offer an opportunity to further extend or deepen the screening diagnosis conducted by pedagogues, speech therapists, and pedagogical therapists. The duration of the intervention depends on the specific screening conducted and its purpose.

Intervention 1.2b: Diagnosis of personality in the Symptoms-Competencies-Traits Model and post-diagnostic interactions (module for psychologists)

The planned activities in this intervention offer an opportunity to further expand or enhance the screening diagnosis conducted by psychologists. The duration of the intervention will vary depending on the specific screening being carried out and its purpose.

Intervention 1.3: Diagnosis of the cognitive development of children at risk of dyslexia and language disorders – for pedagogues, speech therapists, pedagogical therapists

The aim of the intervention is to prevent the risk of learning disabilities in the area of reading (dyslexia) and language disorders by introducing systematic screening that is adapted to the age group and needs, and planning appropriate post-diagnostic interventions. The intervention consists of screening using diagnostic tools that are appropriate to the age and educational level. The next step is to carry out a functional diagnosis using cognitive development questionnaires from the Comprehensive Analysis of Cognitive Processes battery, as well as other diagnostic tools. After analyzing the results obtained with the class teacher, pedagogue, speech therapist, and school psychologist, together with the parents/guardians, post-diagnostic support/activities tailored to the needs of the KAPP battery for therapists, parents, and teachers are selected and introduced. The supportive interventions last for a minimum of five months. The next step is a re-survey to monitor the effectiveness of the introduced intervention. This should be carried out after a minimum of three months and optimally after six months.

The intervention is aimed at children in the phase of one-year pre-school preparation and in the first grade of primary school who are at risk of dyslexia and/or have a language disorder (or suspected disorder).

Duration of intervention – six months.

Intervention 1.4: Diagnosis of cognitive development of children at risk of dyslexia and language disorder – for psychologists

The aim of the intervention is to prevent the risk of learning disabilities in the area of reading (dyslexia) and language disorders by implementing systematic screening that is adapted to the age group and needs, as well as planning post-diagnostic interventions that are appropriate to the needs. The intervention involves screening using diagnostic tools that are suitable for the age and educational level. The next step is to conduct a functional diagnosis using language tests from the Comprehensive Analysis of Cognitive Processes battery, and possibly other diagnostic tools. Following that, the obtained results should be analyzed with the class teacher, pedagogue, speech therapist, and school psychologist, as well as with the parents/guardians. The goal is to select and implement tailored support/post-diagnostic measures from the KAPP battery for therapists, parents, and teachers. Lastly, there should be a repeated screening to monitor the effectiveness of the intervention. This should be done after a minimum of three months, and ideally after six months.

The intervention is aimed at children in the stage of one-year pre-school preparation and first grade of primary school who are at risk of dyslexia and/or a language disorder (possibly suspected).

Duration of intervention – six months.

Intervention 2.1: Strengthening the self-efficacy of students with diverse learning needs based on the use of the project method

The aim of the intervention is to implement the project method as a form of work in a diverse group with the goal of enhancing self-efficacy. Project method teaching is centered around the learners’ own activity. The intervention involves preparing teachers to utilize the project method and subsequently incorporating this method into their classroom work. In the first stage, specialist teachers will provide training for teachers on the principles and stages of project method work. In the second stage, teachers will conduct classes within their respective subjects using the project method.

The duration of the intervention depends on the choice of the project topic and its scope. The optimal time to complete the project is four weeks.

Intervention 2.2: Effective ways to conduct one-way communication with parents

The aim of the intervention is to prepare the teacher to implement a communication model with the students’ parents. This model will be based on providing regular information about their child’s progress and communicating using factual information.

The intervention involves preparing subject teachers to effectively communicate with students’ parents by using factual information. This requires developing the ability to write about student behavior using a factual language, identifying the expected parental support, describing activities that support the teacher’s work, and mastering techniques for recognizing a student’s positive behavior and strengths. The next step is for teachers to develop and implement a procedure for regularly informing parents about the student’s positive behavior.

The minimum duration of the intervention is three months. The optimal duration of the intervention is one semester. The intervention includes organizing five meetings.

Intervention 2.3: Using a variety of ways to present content – using ETR to work with students with language comprehension difficulties

The proposed intervention involves preparing specialist teachers to familiarize other teachers with ways of delivering lessons that address the differentiated needs of students in speech and language comprehension. This will enable them to equip teachers with competences related to the use of the ETR tool. Specialist teachers will be introduced to the principles of Universal Design in Education (UDL), followed by a focus on the first principle of Universal Design in Education (UDL) and, within this, ETR. In the second stage, specialist teachers should impart knowledge on the use of ETR – the rationale, the effectiveness, and the principles of preparing texts in easy-to-read and easy-to-understand speech for those teaching students with speech and language comprehension difficulties, regardless of aetiology. This can be done through training during teaching staff councils, training designed for willing teachers, and individual tutoring.

The specific material or section chosen by the teacher to be implemented using the ETR should determine the minimum duration of the intervention. Suggested duration: between two weeks and two months.

Intervention 2.4: Assessment in a differentiated classroom that promotes teaching and learning

The aim of the intervention is to improve teachers’ competence in assessing students in a differentiated way. The described intervention is an example of effective in-school assessment of students using a variety of forms, not just the most popular digital assessment. The proposed solution can inspire teachers in their ongoing work with students while broadening their knowledge of current and summative assessment and equipping them with additional skills.

The minimum duration depends on the subject and the number of lessons per week. For subjects taught at a frequency of 1-2 lessons per week, the minimum duration is one period/half-year. For subjects taught at a frequency of three or more lessons a week, the minimum duration is three months.

Intervention 2.5: Responding to student disruptive behavior during lessons

The aim of the intervention is to prepare teachers to effectively eliminate disruptive behavior in the classroom. The intervention involves preparing teachers and implementing procedures based on a set of group management techniques. These techniques are arranged in order of their effectiveness, allowing for the regulation of students’ behavior in the short and long term without unnecessarily escalating the situation.

Minimum duration of intervention: three months. The optimal duration of the intervention – one semester of regular use of the proposed methods.

Intervention 3.2: A procedure for specialist teachers to deal with students experiencing severe anxiety, including a cross-sectoral perspective

The aim of the intervention is to improve the well-being of students with symptoms of anxiety disorders.

The intervention consists of the teacher identifying worrisome behavior using a questionnaire prepared for this purpose. The next step is to refer the student to the care of the school psychologist/pedagogue, who observes the student in various activities on the school premises and tests them with an anxiety disorder questionnaire. The school psychologist then conducts an Interface psychological examination to assess the student’s well-being. After the assessment, the school psychologist/pedagogue provides feedback to the student’s parents on the observation and Interface assessment. In a further stage, the student is referred to a psychological-educational counseling center for a diagnosis, which leads to the student receiving help and support. An important aspect of implementing the student’s support at the psychological-educational counseling center is the close cooperation between the teacher, the school psychologist/pedagogue, and the diagnostic psychologist/psychotherapist/environmental therapist to provide information on how to support the student at school. Once the intervention has been implemented, the school psychologist repeats the Interface test.

For Items 1-6, in the intervention, the optimal time for implementation is one month (excluding the first month of school for first graders; the student’s difficulties in functioning during this time may be due to their difficulties in adapting to the new situation). For Items 7-10, in the intervention, the minimum time for implementation is six months, and the optimal time will depend on the severity of the student’s anxiety symptoms and difficulties in functioning on school premises.

Intervention 3.3: A procedure for specialist teachers to deal with students who have experienced trauma, including a cross-sectoral perspective

The aim of the intervention is to identify students who may be experiencing “major” trauma, “minor” trauma, and PTSD in children from Ukraine.

The first step of intervention involves observing the child by a teacher, psychologist, or pedagogue. The aim is to determine to what extent a student’s behavior may be a consequence of a traumatic experience and manifest itself in the form of symptoms at the level of the child’s behavior, experience, and thinking, and to what extent it makes it difficult for the child to function at school. If PTSD is suspected, the child is then referred to a psychological counseling center at the first reference level in order to carry out a diagnosis and establish a common action plan in cooperation with teachers, the pedagogue, and school psychologist and counseling specialists.

Depending on the option, the duration of the intervention may vary.

In Option A, regarding major trauma, the intervention procedure should be initiated as soon as the teacher receives information that the child has experienced a difficult situation and should not exceed two weeks, until Step 7, when the child undergoes further observation by the teacher and the school psychologist/pedagogue. This is the optimal approach that can ensure the child receives appropriate care. The subsequent steps – from Step 8 to Step 11 – will depend on the parent’s willingness to report the child to external units and how quickly the child will receive supportive interventions there.
In Option B, concerning minor trauma, the procedure may take longer, depending on the amount of information the teacher/class teacher and the school psychologist and pedagogue gather. However, the procedure up to Step 8 should not exceed one month from the time the student displays concerning symptoms or receives a report of problematic behavior. This is the optimal approach that can guarantee the child receives appropriate care. Any prolongation of the procedure exposes the student to additional traumatic events and may worsen post-traumatic stress disorder. The next steps, namely Steps 9 and 10, will depend on the parent’s willingness to report the child to external units and how quickly the child will receive supportive interventions there.

Intervention 3.4: A procedure for specialist teachers to deal with students who self-harm, including a cross-sectoral perspective

The aim of the intervention is to equip school principals and specialist teachers with the skills to handle a situation where a student has self-harmed on school premises, as well as when a student self-harms with or without current suicidal behavior.

The intervention involves implementing a detailed procedure for specialist teachers when a student self-harms on school premises or exhibits self-harm behavior, either with or without suicidal intent. This includes establishing an interdisciplinary team within the institution, which should consist of the principal, the class teacher, the school psychologist, and/or the pedagogue. The team members will be responsible for receiving reports and taking necessary intervention measures.

The minimum duration of the intervention is three to six months. A three-month intervention will be possible, especially if there is parallel cooperation from the student’s immediate environment and availability of appointments at the counseling center or the center providing assistance to the child. In exceptional situations, the intervention team independently decides to extend the duration of the procedure, adapting to the student’s needs.

Intervention 3.5: A procedure for specialist teachers in the event of a student’s suicide or suicide attempt, including a cross-sectoral perspective

The aim of the intervention is to provide school principals and specialist teachers with the necessary skills to handle suicide attempts on school premises. This includes addressing the aftermath of a suicide attempt resulting in death, supporting the return of the student to the classroom or school following an attempt, and implementing activities for the student’s class after the incident. Additionally, the intervention addresses situations where suicide occurs both within and outside of school premises.

The intervention consists of a detailed procedure for specialist teachers in the event of a student’s suicide or attempted suicide. This involves the establishment of an interdisciplinary team by the institution, which includes the principal, pedagogue, school psychologist, and/or teacher. The tasks of the team members will include receiving reports and implementing intervention measures.

The duration of the procedure depends on the identified variant of the incident for which they are undertaken:

• Immediate action – 24-72h from the incident;
• Short-term actions – in the first week after the incident;
• Long-term actions – from the second week after the incident to several months, depending on the needs of the school community, or indefinitely.

Intervention 4.1: The text preparation method in the course of teaching students with diverse learning needs

The aim of the intervention is to support students with migration experience in acquiring Polish as a foreign language and learning school subjects in Polish. The intervention aims to develop the ability to use the method of preparing (simplifying) texts containing specialist nomenclature from school subject textbooks. This method involves simplifying the original text by removing more difficult grammatical or lexical structures or paraphrasing, so that the text is formally and content-wise adapted to the level of language proficiency of students with migration experience. The procedure requires the application of appropriate rules for creating statements related to the lexical aspect (choice of vocabulary), the syntactic aspect (sentence structure), the compositional and cognitive aspect (organization of content), and the visual aspect (typography and layout of the text). The method can be applied at different educational stages.

The duration of the intervention depends on the needs and the developmental and linguistic abilities of the student(s) with migration experience. We suggest using one simplified text along with exercises during a 45-minute class.

Intervention 4.2: The intercultural portfolio method in the teaching and learning process of Polish as a foreign language

The aim of the intervention is to support students with migration experience in developing their language competence and intercultural awareness through the use of the intercultural portfolio method. This method involves the collection of materials by children and young people with migration experience throughout the entire duration of language classes. These materials serve as confirmation that the students are improving their competences in using the Polish language and developing their understanding of Polish culture and customs. The process is tailored to the age of the student and takes into consideration various forms of verbal and visual expression.

The intervention is designed for elementary school students (grades 4-8) who have a basic level of Polish. The recommended duration of the intervention is 28 teaching hours (14 classes of 90 minutes each), with a minimum duration of 14 teaching hours (seven classes of 90 minutes each).

Intervention 4.3: Increasing the number of interactions between students during lessons in a culturally diverse group

The aim of the intervention is to incorporate activities into the teacher’s daily routine, specifically during subject lessons or other activities with students. These activities are intended to increase the frequency of interactions between students in the classroom, promoting integration and combating negative phenomena such as isolation and stigmatization. When preparing and conducting lessons, the teacher will select group work tasks that require cooperation and introduce activities that place isolated students in various social settings, such as small or larger teams using different forms of pair/group division (e.g., the Think, Pair, Share technique). The proposed activities are suitable for elementary and high school students. The minimum duration of the intervention is two months, with the optimal duration being one semester of regular use of the suggested methods.

Intervention 4.4: Managing a culturally diverse classroom

The aim of the intervention is to reduce the occurrence of exclusionary behavior among students, such as refusal to cooperate, discriminatory comments, verbal abuse, messages, and behavior based on stereotypes and prejudices. The intervention consists of noticing exclusionary behavior, responding appropriately to the situation (e.g., encouraging group work, using STOP messages, referring to the rules established in the classroom). If exclusionary behavior is repeated, the intervention is continued to search for the causes of the situation and to introduce corrective measures.

The proposed activities can be used with elementary and high school students. The minimum duration of the intervention is three months. The optimal intervention duration is one semester of regular use of the proposed methods.

Intervention 4.5: The ability to build an interculturally sensitive way of communicating with the parent of a child with a migration experience

The aim of the intervention is to develop interculturally sensitive communication competence with parents of students with migration experience. Working with parents of children with migration experience can be challenging for teachers due to cultural, linguistic, and social differences. At the same time, it is essential to adequately support the students. The intervention involves the teacher’s self-reflection on their own experiences in dealing with parents of children with migration experience, including sources of success or reasons for potential misunderstandings. The teacher’s self-evaluation is carried out in the form of a dossier based on the principles and techniques of the solution-focused communication (SFC) approach.

The activities are designed for specialist teachers working with students of all ages (at all educational stages). The minimum duration of the activity is one semester, while the optimum duration is one school year.

Intervention 5.1: Developing Non-Violent Communication (PBP) skills in pre-school using the board game ‘Giraffe’

The aim of the intervention is to enhance the social and emotional competences of preschool students and promote group resources, such as empathy, trust, and non-violent group communication.

The intervention involves teaching a group of pre-school students about Non-Violent Communication (PBP) strategies. This includes explaining the ‘Four Steps of Good Conversation’ and the concepts of Giraffe Language and Jackal Language. Children who are already familiar with PBP practice skills such as describing situations, expressing feelings and needs, and formulating requests using the Giraffe board game.

Duration of intervention – six weeks.

Intervention 5.2: Developing the capacity to go beyond one’s own perspective of seeing oneself and the world

The aim of the intervention is to develop young people’s ability to look beyond their own perspective and to consider the arguments of the opposing side. It also aims to foster open and flexible thinking and to encourage the habit of critically examining one’s own beliefs and being receptive to others’ perspectives. The intervention consists of a workshop for young people that includes education on the importance and significance of understanding perspectives other than their own, as well as the value of openness and flexibility in thinking to avoid cognitive errors or distortions.

Duration of the intervention – directly with students: one to six weeks, in the case of subject teachers: min. eight weeks.

Intervention 5.3: Cooperation between the school and a community organization in the field of improving educational and upbringing processes

The aim of the intervention is to strengthen and complement the school in meeting specific needs in the field of conducting educational and upbringing processes (described above) using the expertise and experience of social organizations. This will enrich the educational offerings of the school in the field of developing soft competences in students and thus strengthen the school’s competitiveness in the market of educational services. Additionally, the intervention aims to obtain support in finding solutions to unexpected challenges by leveraging the flexibility and quick response of social organizations, as well as to strengthen the processes of professionalization of the teaching staff (teachers, class teachers, psychologist/pedagogue) at the school. The intervention also seeks to develop a long-term cooperation model between the school and external entities.
The activity consists of several components, including the development of guidelines for building cooperation from the school’s perspective, the diagnosis of educational and upbringing needs to be strengthened at the school, the diagnosis of students’ needs and interests, the analysis of preventive and educational activities, and the indication of appropriate forms of action to be implemented at the school. If the proposed offer concerns direct work with students, consultation with the Parents Council will be conducted. Furthermore, there will be the establishment of a schedule of activities and the creation of appropriate conditions at the school to foster involvement in the activities proposed by social organizations.

Duration of intervention – from two months to the entire school year.

Intervention 5.4: Activities supporting students with communication disorders resulting from violence

The aim of the intervention is to bring attention to the issue of verbal abuse. Communication disorders pose a significant threat to the mental health of children and adolescents. The action involves providing students with knowledge about communication disorders that arise from violence, as well as knowledge about recognizing, identifying, and understanding emotions. It also includes providing knowledge and skills for identifying one’s own needs and strategies for meeting them, as well as the necessary competencies to build self-confidence and use appropriate communication strategies, such as assertive refusal.

Duration of intervention – minimum time: three meetings x 135 minutes.