Abstract:

Introduction:
Convention on the Rights of Persons with Disabilities, adopted by the United Nations on December 13, 2006, outside the Universal Declaration of Human Rights, is the most important legal act regulating the rights of persons with disabilities. However, are the rights of persons with disabilities in Poland respected, are there areas of life, social activity, access to goods and existing social systems in which, according to people with disabilities, people with disabilities are discriminated against because of disability? Answers to those questions were to be provided by the project on the subject: "Convention on the Rights of Persons with Disabilities" implemented in Poland in the period 2016-2018. The leader of the project was an organization called the Polish Forum for Disabled People, Substantive supervision over the implementation of the project was carried out by the Ministry of Family, Labor and Social Policy. 1641 people with various types of disabilities and people associated with them participated in the implementation of the first stage of the project (2016-2017). The aim was to identify areas in which people with disabilities experience discrimination. During stage II (2017-2018), legal and non-legal actions aimed at eliminating the areas discriminating against people with disabilities were consulted. One of such areas was the area of education.

Method:
A measurable effect of the project implementation was the report, which was published in 2018. The analysis of information and data contained in the report is the basis for indicating the limitations of people with disabilities in the area of education.

Results:
The analysis of information and data obtained from participants of the debates, own observations and their sublimation allows to state that the most serious problems are: access to inclusive education, preference in the process of qualifying children with disabilities to schools of the special education system. In addition, there is a lack of preparation of public schools for the education of students with disabilities in the field of infrastructure, needs diagnostics, curriculum, required didactic aid and specialist adjustments (including technical), additional specialist classes, stereotypical thinking of teachers about the implementation of educational activities not taking into account the needs of students with disabilities, lack of qualified specialists and preparation of teachers of public schools for the implementation of inclusive education tasks, lack of preparation of parents of non-disabled children and disabled to cooperate with each other, lack of proper legal regulations allowing school principals to individualize the education of a disabled student in inclusive education.

Conclusions:
There are three basic ways of activities for inclusive education:
1) educational law regulations that allow transferring the decision-making, about the organization of education of children with disabilities and spending funds allocated to their education, to school authorities,
2) preparing teachers and specialists to carry out the tasks that inclusive education is facing,
3) implementation of general social activities promoting inclusive education, it’s values, effects and attitudes aimed at changing beliefs on a given form of education of children and youth.

Keywords:

Disability, person with disabilities, rights of people with disabilities, Convention on the Rights of Persons with Disabilities, education.