THE IDEA OF INCLUSION AS PHILOSOPHY OF EDUCATION – CONTEXTS RELEVANT TO SPECIAL NEEDS EDUCATION
THE IDEA OF INCLUSION AS PHILOSOPHY OF EDUCATION – CONTEXTS RELEVANT TO SPECIAL NEEDS EDUCATION

Summary/Abstract: Introduction: Social inclusion involves countering social inequality, separation and margina-lisation, whilst valuing diversity. The phenomenon of inclusion, perceived in the context ofinclusive education in the perspective of special education, signifies the inclusion of categoriesof difference in the scope of commonality.Research Aim: The research problem is a question of what the idea of social inclusion is as aphilosophy of education, with which fundamental conceptual categories, central to the issueat hand, it corresponds to and how this idea conceptually integrates within the area of specialeducation interests. The cognitive objective of the research was to explore the meaning of inc-lusion understood as levelling out social inequalities, increasing social participation for groupsdisadvantaged by difference in opportunities, and valuing diversity as a high priority categoryfor special education.Evidence-based Facts: The main focus is to reflect upon the meaning of inclusion, inclusivecommunity and inclusive culture, diversity and difference in relation to the philosophy of edu-cation and the learning environment. The essential context of the discussion amounts to ananalysis of the core conceptual categories and the transmission of the idea of inclusion into theparadigmatic space of special education.Summary: Special education is a space of equal opportunities, and inclusive education is oneof the most effective emancipatory tools for bridging social inequalities. Inclusive education isseen as a transformative zone in which the vision of practical possibilities for the implementa-tion and legitimacy of the idea of social inclusion is increasingly gaining greater validity.

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