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This paper focuses on the democratization of education in the post-socialist space through an examination of inclusive schooling for students with special needs in Poland. It embeds the inclusive education reform and its attendant policies and practices within the political and social transitions that essentially dated from 1989 and saw Poland evolve into a democratically-referenced society. The data examine the progressive reconfiguration of special education priorities that have created wider access to general education settings for students with special needs. Historical dimensions, policy directions, legislative activity, organizational principles, external influences, achievements, and limitations are considered. The data cohere to indicate that schooling for students with special needs is increasingly inscribed within an inclusive logic in Poland.