Although inclusive education is a strongly accented topic in education globaly today, it is not easy to clearly define it. There are many views and opinions on defining this phenomenon which agree at a few elementary points. The core principle of inclusion combines the idea of respect for diversity and the individual's right to equal membership in the community and society (Lombardi, Kappa 1999). It brings a positive view of those who have so far been perceived rather negatively as those who differ from their peers or majority members.
As a key idea of inclusion we might share the statement that "Being different is quite normal." (Groof, Lauwers, 2003). Therefore, the goal of inclusive education cannot be only a new type of education, but a fundamental change in the mindset and attitudes of society to the individuals and groups of those who are differ from others. It means, that good inclusion must be meaningful that requires sufficient support and resources; it is much more than just "re-furniture" or "a minor repair", it is always a matter of the whole society - literally the whole culture (i.e. contemporary social and cultural structures).
The following 10 principles can be seen as a Code of Inclusive Education:
Any inclusive school should be accessible to all - and this may be sometimes very expensive request. Economic values then clash with social, moral and legal values (from these perspectives, inclusive education is extremely valuable regardless of the cost of the measures that need to be taken to create an inclusive environment).
The level of school inclusiveness can be assessed according to the level of its school culture which also means the support of pupils with special educational needs, who themselves have significantly limited opportunities for active participation in school and it is necessary to prepare some appropriate opportunities for them.
We may ask whether the goal of educational policy is really inclusive practice of all schools, or whether there will continue to be alternatives in the form of special schools or schools focused only on certain students (eg intensive language teaching, sports or other gifted students). Such specialized schools at the level of basic education cannot be inclusive.
It is necessary not to limit the issues related to inclusive education to the field of education only, because a number of important factors are connected with the basic elements of the social system and its paradigms.
Education must focus on the personal and social development of pupils, not only on their school performance. The school should become a living organism, where the pupil is able to develop and practically use his/her own experience and where hir/her potential is used and developed in all directions.
Inclusion is not about hiding or ignoring differences (as it is sometimes misunderstood), but the basic value of inclusion is respect for differences and their targeted use as an enriching element in education.
Of course, there is a risk that the nearest school will not be prepared or accomodated for the education of such a pupil. In that case, there is a question of whether it is not better for a child to attend a more distant school, which is more inclusive and open for him/her.
There is no clear definition of what a higher quality school means according to the needs of teachers and pupils at the same time. But there is no need to worry that some important school qualities will decline with inclusive education.
The inclusive school ideally becomes even one of the centers of life in the whole community and can fundamentally determine the values accepted and developed by the whole community and society.
