Maximising the inclusivity of the education system is a goal that we strive for at all levels of education. Inclusivity refers to those individuals and groups who have been repeatedly excluded throughout history, and often stigmatised for deviating from expected norms of development. This article presents the main theoretical definitions of the concept of inclusion and contemporary systemic solutions for the inclusion of people with special educational needs. We focus on the similarities and differences between the education of people with special needs at different levels of education. We are interested in whether the identified barriers to inclusivity within the school system are transferred from lower to higher levels of the education system and how this affects the inclusive orientation of learning communities. We draw on an analysis of relevant legislative documents, websites, theoretical literature, and secondary sources on the inclusion of people with special educational needs in the education system in Slovenia. We find that what is true for the education system at the primary and secondary level is also largely true for the tertiary level of education. Rather than an inclusive, an integrative understanding of the inclusion of people with special educational needs is reflected at all levels of education. This also represents a shift away from a broader understanding of inclusion as the foundation for building a more inclusive learning community.
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