Inclusive Learning and Educational Equity 5

Identifying ‘Educational Success’ With Being Ranked High
The consequence 
of a student taking the final exam is to achieve a high score, and this requires not 
only knowledge but also so-called examination efficiency (Chrzanowska, 
2015
, 
581; Gajdzica, 
2013
). These are the expectations of parents because most of them 
plan their child’s future according to educational success, which is expressed by the 
student’s achievement of the highest grades in (primary) school. High achievements 
become a guarantee of a student’s admission to a specific secondary school that his 
or her parents have on their minds.
Teacher C: It is important for parents that their children are ranked high enough to enrol in 
secondary comprehensive school
. (Reflection with researcher, 29)
Teachers feel strong pressure exerted by the parents and find that they are held 
accountable for the successes and failures of the student.
Students Disclose Desire to Cooperate Always Within the Same Team—Habit 
and Being Closed to New Relationships
During the implementation of the UDL 
approach, the teachers offered their students various ways of getting into the group 
as a part of their joint work. Unfortunately, the students agreed to work in a team 
with a different composition only with great resistance. During interviews, they 
tried to convince the researchers in the following manner:
Lucek: If we cooperate with someone from the other end of the classroom, then ... most 
probably it will not work out.
(Reflection with researcher, 23)
Adam: We could choose in which group we want to work. I worked with my crew. We’re 
friends and after classes we see one another off
. (Reflection with researcher, 26)
As in any community, there were also those students who were reluctant to coop-
erate and chose to act independently.
Igor: I prefer to work on my own. This is my favourite work style. During my next class, I 
would go for the same thing
. (Reflection with researcher, 24)
J. Baran et al.

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