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The lack of an accessible environment not only causes issues for countless individuals but also results in a general decline in the welfare of every person. Difficulties arise in accessing infrastructure (both tangible and digital), as well as in all aspects of human existence, such as limited access to public transportation and the physical surroundings, inadequate adaptation of information, websites, and applications for every individual, social exclusion, and barriers to accessing education and employment. Furthermore, the absence of statistical data hinders our ability to accurately gauge the number of people confronted with specific obstacles daily, ultimately complicating the formulation and execution of public policies designed to eliminate these barriers. Concurrently, numerous Ukrainian individuals encounter obstacles in exercising their rights, obtaining public services, and engaging fully in cultural, political, and social life. These impediments vary from accessibility to public and residential buildings to opportunities in employment and cultural participation. Consequently, this research aims to explore the aspiration for education among schoolchildren with special educational needs. The purpose of the research is to assess the willingness of schoolchildren with special educational needs to pursue further education after graduation, as well as the readiness of their parents to support their children's goals. Methodology. To fulfil the research aims, an in-depth investigation was performed to explore the primary issues that allowed us to gauge the preparedness of children and their parents in receiving education. All inquiries were categorized into six sections. The comprehensive research process encompassed eight stages of data collection and analysis. We discovered variations in the 'aspiration' of children and parents regarding the continuation of studies at higher educational institutions. A significant majority of the parent respondents were women (78%), aged 35-40. Parents of respondents with children aged 15-16 contemplated this possibility, as it merges secondary and vocational education. Nevertheless, they factored in the conditions of the disability that might impact their children’s ability to work. A greater number of respondents expressed a desire for higher education, indicating at least a bachelor’s degree. Most schoolchildren conveyed a preference for part-time study, with fewer opting for full-time education. Parents showed a preference for distance learning, as it alleviates the challenges associated with commuting to university. Research illustrates contrasting views between parents and children regarding support in learning. Parents believe they, along with tutors and psychologists, can provide better assistance to their children. Conversely, children feel that their future peers will offer more help when they encounter questions. When queried about what aids their learning, children were unequivocal: teachers' explanations are crucial. The perspectives of parents and children were almost aligned on this point. Another concern for parents was the issue of barrier-free accessibility, particularly the route to the university. This pertains to a group of parents whose children have musculoskeletal issues. In contrast, children exhibited a more optimistic outlook. However, other indicators reveal a lack of information 'accessibility'. Our study marked the initial step in assessing readiness to learn. Nonetheless, the preparedness of children is not adequately met by the infrastructural resources or provisions of universities needed to create a 'new' educational offering. This establishes the goal for further research: to determine if an inclusive educational environment has been established in higher educational institutions and to identify what barriers hinder its creation.