The paradigm of inclusive education in theory and practice

Abstract

Contemporary global world gives new tasks to lifelong education. The concept of traditional school does not meet expectations of heterogeneous society, it is also less effective in the society of cultural differences and deepen differences among people. The main idea included in UNESCO program “Education for everyone” constitutes a message for education in most of well-developed countries of the world. Moving away from homogeneous education, the same for everyone, determined by the same standards and aims, is justified and necessary. Accepting the paradigm of inclusive execution and its practical implementation contributes to respect for different needs, abilities and psychophysical skills of every subject of education process. Non-segregationist approach and high quality education for everyone, regardless of social origin, sex, race, language, level of development, disability, age and many other factors, should be understood in dimension of combating with social exclusion and should be seen as an important issue of European social policy.