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Abstract

The purpose of this article is to shed light on the aspects of inclusion which have proved to be essential for further development of newly founded inclusive education. The practice of inclusive education gets increasingly obvious in gains more support and interest in education system in almost all countries in the world. There is a distinctly declared agreement in the world that all children have the right to education regardless of their race, gender, nationality, disability and etc. And these agreements have been indicated in universally important documents. Over several decades the concept of inclusion has contributed a lot to the teaching and learning practice as well as theoretical and practical experience of schools. However, all these blessing have not appeared ready in a moment. The analysis of inclusive education experience of some countries, which have quite sophisticated inclusion, apparently indicates that the satisfactory results of inclusion turned out only after serious and energy-consuming reforms and innovations.


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