Chrzanowska, Iwona2016-03-152016-03-152015Studia Edukacyjne, 2015, nr 37, s. 33-46978-83-232-2967-41233-6688http://hdl.handle.net/10593/14433In Poland, as in many other countries, inclusive education of children with disabilities start at the stage of pre-school education. Contemporary indicators on inclusive education of children with disabilities at the stage of pre-school education are optimistic. The last analysis (2014, 2015) shows that the rate of participation children with disabilities in pre-school education is 75%. Indicators are lower in the countryside, higher in the big cities (67% and 88%, respectively). Preschoolers with disabilities are usually in ordinary kindergartens (79.1%), then in inclusive education (17.2%) and in special pre-schools (3.8%). The indicators are different in public and non-public pre-schools (respectively: 79.1% and 65.4%; 17.2% and 25.9%; 3.8% and 8.6%). The main problem of inclusive education in Poland is the late diagnosis of disability. The great number of children with disabilities receive their first diagnosis at the age of 6-7, if we concentrate on sensory or movement disabilities and even later if the child has an intellectual disability. The article presents the state of preschool education of children with disabilities in Poland and the necessary courses of action in this field in the future.polinfo:eu-repo/semantics/openAccessinclusive educationpre-school educationdisabilityArtykułhttps://doi.org/10.14746/se.2015.37.3