Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background

Abstract The experience of the development inclusive education strategies in various countries has been source conceptions and practices, which have gradually evolved into axis policy late twentieth early twenty-first century. This chapter presents an overlook insights that are significant for practical implementation substantiated by scientific research. As perception developed from meeting special educational needs general schools (Florian. Int J Incl Educ 23(7–8): 691–704. https://doi.org/10.1080/13603116.2019.1622801 , 2019) to recognising variety all students (Meyer et al. Universal design learning: theory practice. CAST, 2014), Design Learning (UDL) approach was presented pedagogical circles. book examines fundamental aspects UDL context construct, emphasising Zone Proximal Development (Vygotsky. Thought language. MIT Press, 1962) highlighting processes taking place ecosystem (European Agency Special Needs Inclusive Education. school leadership: exploring policies across Europe. (E. Óskarsdóttir, V. Donnelly & M. Turner-Cmuchal, Eds.). Odense, Denmark. https://www.european-agency.org/sites/default/files/sisl_synthesis_report.pdf . Retrieved 16 April 2021, 2019), revealing perceptions student uniqueness differentiation concepts implementing education, discussing differences between specificities goals their traditional approaches. analysis research allowed us distinguish basic transformation system a high-quality one based on presumptions success every formed grounds education.