Кого и как приобщава „приобщаващото образование“: нормативната уредба
Who Includes “Inclusive Education” and How Is that Done: Normative Regulation and Application

Summary/Abstract: According to the Preschool and School Education Act of August 1, 2016, all children/students must be “integrated” in the context of education as a process including ‘training, education, and socialization’. The inclusive education is defined as a ‘process of recognizing, accepting and supporting the individuality of each child or student and the diversity of needs of all children and students’. Everything seems to be clear: instead of various strategies and integration programs, there is already an Act stipulating the need for equal access to education for each child, attention to the individual characteristics of each child, overcoming the negative marking of differences between children in the name of achieving “inclusion” of all of them. Doubts of such an understanding of inclusive education arise when looking at the second part of the definition of inclusive education included in the Additional Provisions of the Act: ‘... by activating and incorporating resources aimed at removing barriers to learning and getting knowledge.’ It turns out that the focus is on eliminating barriers to learning, not child/student involvement in the process of their ‘learning, upbringing and socialization’. A careful reading of the Act reinforces these doubts because of linking ‘inclusive education’ with 'children with special educational needs', and because of the transformation of ‘resource centers for the support of integrated education and upbringing of children and pupils with special educational needs' into 'regional centers for supporting the inclusive education process.’

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