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Autor: Katarzyna Coombs-Hoar

In: Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok

ISSN: 1336-2232

Ročník: XXIV.

Číslo: 3

Strany: 74-84

Rok vydania: 2025

Vydavateľ: VERBUM – vydavateľstvo Katolíckej univerzity v Ružomberku

Abstract: In light of the growing diversity in contemporary classrooms – driven by factors such as increased migration and the inclusive education policies supported by the European Union and the United Nations – it is becoming increasingly evident that the current educational framework in Polish schools requires significant adaptation. While the inclusive model provides necessary support for students with special educational needs (SEN) and those from migrant backgrounds, it simultaneously presents challenges for maintaining academic standards, particularly in the context of national examinations. Alarmingly, recent data indicate a noticeable decline in Grade 8 examination results in Polish language performance. This article argues that while inclusive education is a necessary and irreversible trend, it must be balanced with targeted strategies to support mainstream learners and maintain high academic outcomes. Suggested solutions include the introduction of additional subject-specific support classes in Polish, English, and mathematics for general education students (typically developing students), and the broader use of differentiated instruction. By proposing a holistic teaching framework that recognises diversity while reinforcing academic rigour, this article aims to contribute to the ongoing debate on how to reform education in a way that is both inclusive and effective.

Keywords: Inclusive education. SEN. STEM model. Typically developing students.

Citácia:

COOMBS-HOAR, Katarzyna, 2025. Towards a Holistic Framework for Teaching English in Diverse Educational Contexts – Toward the End Game. In: Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok. Online. Ružomberok: VERBUM – vydavateľstvo Katolíckej univerzity v Ružomberku, vol. XXIV., no. 3, pp. 74-84. ISSN 1336-2232. Available from: