PRACA SOCJALNA Z EDUKACJĄ INKLUSYWNĄ DLA STUDENTÓW Z OGRANICZONYMI MOŻLIWOŚCIAMI: POLSKO-EUROPEJSKI PRZEGLĄD PORÓWNWCZY

This article examines contemporary trends in social work and support for students with disabilities in higher education institutions, focusing on Polish and European experience. The study analyzes the legal framework based on the UN Convention on the Rights of Persons with Disabilities and the Polish Law on Higher Education and Science (2018), which established institutional mechanisms for inclusive education. The research reveals that the Polish model combines multidisciplinary approaches, including psychological, pedagogical, medical, and social support coordinated through specialized university offices. Particular attention is given to the role of PFRON (State Fund for Rehabilitation of Persons with Disabilities) in financing support programs and the implementation of the twin-track approach, which integrates Universal Design for Learning with individualized accommodations. The article discusses technological innovations, financial support mechanisms (including scholarships up to 1570.5 PLN monthly), and vocational integration programs demonstrating 65% employment success rates.Challenges identified include regional disparities in service accessibility, persistent stereotypes, and insufficient funding. The study highlights emerging trends in international cooperation, particularly in supporting Ukrainian refugee students with disabilities, and emphasizes the need for professional development of social workers in inclusive education. The Polish experience offers a comprehensive model for developing inclusive higher education systems in other countries.