According to statistics, the number of children with disabilities in pre-primary education institutions is increasing compared to previous years. 1 031 children received a decision on the SPE. The socio-economic position and place of residence of the child are among the most important determinants of inequalities in the sphere of education. The changing realities of life, the increasing demands placed on young people, the adverse impact of social media and new communication technologies mean that more and more children and adolescents experience psychological problems, including depressive disorders and self-aggressive behavior. The number of children with autistic disorders is also increasing. One of the key challenges in the education of children and young people is the implementation of inclusive education. Inclusive education takes into account all diverse educational needs. According to the SIO data contained in the ORE Report, 40 120 children attended kindergartens with judgments in the 2019/2020 school year. With respect to OK. 1.4 million children aged 3-6 years in pre-primary education, 2.87% of pre-primary school pupils had a certificate. The modern education system (i.e. children and young people, parents, schools) does not fully meet the expectations and requirements related to the provision of appropriate conditions for people with SPE. This is indicated by the results of the ORE Report – Inclusive Education in Poland. The most frequently cited problems are: insufficient cooperation with parents, insufficient preparation of teachers teaching with children and insufficient number of specialists in kindergartens. In view of the above, it is of the utmost importance that support in the field of education be given first and foremost to children and young people from the SPE. The recommendations on the needs of such children, indicated in the Final Report The needs and challenges of the 2021-2027 financial perspective in the field of educational infrastructure in the Opolskie Voivodeship, indicate, among others, the need to support the creation and modernization of specialist psychological support rooms and their retrofitting in such a way that they are as child-friendly as possible. The most important challenges for both the region and Poland in the area of education remain: raising the level of competences, increasing participation in lifelong learning, improving the labour market relevance of education and training systems, including vocational education and training, and supporting educational infrastructure. This is confirmed by the Council Recommendation of 19 December 2016 on Upskilling Pathways: New opportunities for adults, i.e. in today’s society, everyone needs to have a broad set of skills, knowledge and competences, including a sufficient level of literacy, numeracy and digital competences, to be able to fulfil their full potential, play an active role in society and fulfil their social and civic responsibilities. Such skills, knowledge and competences are also key for access to the labour market and career development and for participation in further education and training. Taking into account the analysis of disadvantaged groups, the implementation of the project is a response to the above needs. In addition, taking into account the statistical data and information indicated in Chapter IV of the above-mentioned study, it was decided that in the first place, as part of lifelong learning, the ESF+ will support women (in our case, pre-school teachers). The main objective of the project is to increase access to high-quality pre-school education by extending the PLO offer to additional classes, supporting inclusive education in the PLO, improving the competences of pedagogical staff in the area of inclusive education and activities aimed at cooperation between the PLO and specialists.