Abstract:

The article is devoted to the analysis of the inclusive school education system in Hungary, with a particular focus on legal regulation, institutional mechanisms and structural features of implementation. Inclusion as a pedagogical and educational-political paradigm is based on the principles of equal access, equal opportunities and acceptance of student diversity, which goes beyond simple integration and requires the adaptive functioning of the entire school system.

The inclusive school education system in Hungary operates within a framework developed and structured from a legal and political perspective. The State Education Act, the regulations on children with SEN, and the system of expert commissions clearly define the legal basis and institutional conditions for providing services to students with special educational needs.

The system ensures that individual needs are taken into account, adapted forms of assessment are used, and the possibility of involving specialist specialists is possible. Based on this framework, inclusive education is not just a declared principle, but a legally based obligation for public education institutions. At the same time, the analysis shows that the practical implementation of inclusion largely depends on institutional capacities, the availability of specialists, teacher training, and local pedagogical culture.

Expert system decisions, the parallel functioning of majoritarian and ad hoc institutional structures, and the availability of a support network affect the extent to which inclusive principles are implemented in everyday educational practice. Although the legislative framework complies with international human rights standards, regional and institutional differences are still observed in the functioning of the system.

Keywords: inclusion, integration, children with special educational needs, public education, expert commission.

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