Abstract:

The study attempts to interpret the concept of inclusive education from a social pedagogical perspective, with particular reference to the social context in Hungary. The first part of the article clarifies the concept of inclusion, distinguishing it from integration and pointing out that inclusion is not merely a methodological issue, but presupposes a systemic change in approach.

The interpretation refers to definitions appearing in international discourse – in particular UNESCO’s concept of inclusion—which emphasize equal access to education and ensuring participation. It goes on to interpret inclusive education as a socio-pedagogical phenomenon, emphasizing that schools are both a place where social inequalities are reproduced and mitigated. In this approach, inclusion appears as an institutionalized tool for social cohesion and equal

opportunities.

The study argues that the realization of inclusion cannot be separated from broader social structures and power relations. Finally, it examines social embeddedness in Hungary, with reference to the framework of current public education regulations. However, the emphasis is not on a detailed presentation of the legal environment, but on its social consequences.

The article analyzes how social inequalities manifest themselves in the functioning of the education system, with particular regard to regional differences and institutional selection mechanisms. Special attention is given to the phenomenon of hidden segregation, which refers to forms of separation that remain despite the declared goals of inclusion. Overall, the study seeks to answer the question of to what extent inclusive education in Hungary can be considered a genuine tool for social integration and what structural factors limit its full realization.

Keywords: inclusion, integration, children with special educational needs, social inequalities, hidden segregation, Hungarian public education.

References:

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