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Summary/Abstract: Inclusion, which should be understood as an individual’s gradual settling in the social whole, in the school environment, is most frequently limited to the integration of the disabled or socially maladjusted in mainstream schools. It is not important what and how a learner learns but what matters is where and with whom. Such a change itself is supposed to maximize the educational effect. The author’s goal is to show that it is exactly the opposite which takes place and that the notion of integration is an ideological construct constituting the essence of disabled children’s education but the young do not understand its message. The author also shows how different segments of special education have worked out the way to knowledge, the significance of which is sufficiently verified by experience. What is treated with particular criticism are two important issues referring to the understanding of inclusion according to the Czech law: providing education for children with mild intellectual disabilityand for Roma children. Officially, children from both groups should be offered equal educational chances. However, in an indirect way, the author admits that this can bring about an opposite effect in building their social acceptance, in their education and future employment. In this context, the doubts are presented and some examples are provided concerning the whole concept of support. In spite of the declared individual support for each person, the examples do not show that this way of educating disabled learners is efficient.Being interested in education of every child and taking into account the Convention on the Rights of Persons with Disabilities, it is important to verify what is effective and what has been successfully checked instead of promoting ideological solutions imposed as the right ones.

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