Inclusive education is the most effective way to give every child a fair chance to learn at school and develop the skills needed to integrate into society. 

Inclusive education means all children in the same classes, in the same schools. This means real learning opportunities for groups that have traditionally been excluded—not only children with disabilities but everyone else who holds the status of a student with special educational needs.

Common learning environments are used by students for the majority of regular instructional hours and may include classrooms, libraries, gymnasiums, theaters, music rooms, cafeterias, playgrounds, and the local community. A common learning environment is not a place where students with disabilities or other special educational needs learn in isolation from their peers.

Inclusive education is guided in all its actions by principles that are consistent with its values and beliefs.

These principles are:

Our values and beliefs

All family members are full-fledged people. Our human essence cannot be reduced to words, labels, categories, definitions, or genetic patterns. Every person is unique. No one can be replaced or copied.

Every person has the right to respect. Respect requires recognizing and caring for the dignity of each person. Dignity is fragile. It must be protected from any harm.

 Each of us has an inherent dignity that belongs to us simply because we exist. It is not something we receive or give. It cannot be ignored, reduced, or taken away.

We all have equal dignity. It does not depend on physical, intellectual, or other characteristics. It also doesn't depend on what other people think about these features.

Human beings have inherent and equal value. Our value as individuals is neither earned nor accumulated. It is not related to health conditions or any genetic or other personal characteristics.

All people can grow and express themselves. Also has the right to be nourished physically, intellectually, socially, emotionally, and spiritually.

Each individual should have equal access and opportunities. Equality requires protection against all forms of discrimination and harm.

Student's letter to the teacher:

Regardless of our physical or spiritual differences, we are the same in many ways. For example, we all love someone, we all have dreams, and we all need to be treated fairly. We all have things that we like to do. We all have joy, we all have sorrows, and we all have pain. We all want to have friends and be part of a society where you think you are "everyone" without us. No, dear society, you are not "everyone" without us. We too are here in this world with our skills and abilities that need development, as well as others.

Sometimes I think, if we are not "everyone,"  then why are we in this world? Did we come here to hide from society, to spend our lives in a lonely room and only look at the sun from the window? No, of course, we were given the right to education. This is the right that sometimes brings the greatest pain; it happens when someone makes us feel our differences. I wish you could look through our eyes for just a moment. Or maybe you can and you don't even try, or maybe you think that we don't have feelings and only exist with sensations. If so, you are very wrong.

My dearest teacher, I always see love and warmth in your eyes. I see the hope you have in my every action. I will try to live up to your expectations, and please try to live up to mine. Please help me to be one of those "everyone’s.".

 Turn on for everyone! without exception.

An important element of inclusive education is ensuring that all teachers are prepared to teach all students. Inclusion cannot happen unless teachers are empowered agents of change, with values, knowledge, and attitudes that enable every student to succeed.

This vision of inclusion avoids categorization, which can lead to stigmatization, marginalization, and potentially exclusion. To achieve this goal, the teacher training system should provide a more effective balance of theory-based learning and practical practice.

Teachers who are tasked with being part of the ISG team in schools need to be well-trained to fulfill their roles.