EVOLUTION OF THE CONCEPT OF INCLUSION IN EDUCATION: INTERNATIONAL STRATEGIES FOR SUPPORTING VULNERABLE STUDENT GROUPS

Abstract

Abstract. The article analyzes the evolution of international approaches to inclusion, from the medical model of perceiving differences to the social model based on respect for human rights and the elimination of systemic barriers. The study traces the transition from segregated integration to contemporary approaches to full inclusion and identifies its role in fostering active civil society and addressing structural inequality. To achieve this objective, the study employs an analysis of key documents of international organizations and the European Union that regulate the legal framework and define the directions for the development of the European Education Area. It is established that inclusive education directly contributes to social integration, the promotion of equality, and a strengthened sense of belonging to the community.

The study demonstrates that contemporary inclusion is understood as a dynamic process of creating equitable conditions for all participants in the educational process. An analysis of the conceptual provisions of international documents indicates a shift in emphasis from uniform standards towards the individual needs and developmental trajectories of each learner. In a broader sense, inclusion is viewed as a strategy for engaging every individual, regardless of their differences, in the full and meaningful life of the community.

At the global and European levels, the development of inclusive education is shaped by a range of strategic documents and declarations that establish its legal and conceptual foundations. In particular, the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994) became a global catalyst for transforming education systems by establishing inclusion as a fundamental principle. According to the Statement, all children, regardless of their physical, intellectual, social, or linguistic characteristics, have the right to learn together in mainstream educational settings. The key paradigm shift lies in the principle that educational institutions should adapt to the diversity of learners’ needs rather than requiring learners to adapt to the existing system. The study concludes that inclusive education is now a fundamental element in building a just society, ensuring that every individual has the opportunity to participate actively in community life, realize their potential, and contribute to the common good. Global and geopolitical challenges necessitate the accelerated alignment of Ukraine’s education system with the key development vectors of the European Education Area, where inclusion has emerged as a strategic priority.