Inclusive diversity

The principle of an inclusive approach is respect for diversity and the right of each individual to equal membership in the community and society. Inclusion presupposes the heterogeneity of pupils, which is a basic characteristic and one of the unchangeable conditions of a truly inclusive school. Pupils can be different in terms of gender, temperament, mother tongue, religion, nationality, performance, age and a number of other factors that are of different importance with regard to upbringing and education. Pupils' diversity can be seen as a natural matter and a benefit, but it can also become a problem if the school cannot handle it properly. Inclusive friendliness to differences has a number of good reasons - especially:

Even the different abilities of pupils are not considered disruptive in inclusive education, as the criterion for inclusive assessment is the individual potential as well as optimal development of each pupil. Any difference is considered essentially a cultural determinant which can be perceived either negatively (strangeness), or positively (natural form of diversity).

We can even see inclusive school as a form of intercultural education, where the differences are also a catalyst for good inclusive practice. It was found, that schools, which have to cope with a greater range of differences between the pupils, are able to implement inclusive values and meet the criteria of inclusive education in a better way.

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