The monograph “Inclusion: A General Pedagogical Concept” seeks to substantiate inclusion as a fundamental issue in general pedagogy rather than a niche area of study. It explores the historical development and significance of inclusion, connecting it to the overarching goals of education in the twenty-first century. The research, conducted in Slovenia, raises pertinent questions that resonate with both local and broader contexts. Central to the work are the results of four studies. The first two investigate the role of special schools in fostering an inclusive community and how these institutions can influence the broader school system. They demonstrate that segregated educational settings can promote inclusive ideas within the community and mainstream schools. The third study examines the role of school counselors in nurturing an inclusive culture across various educational institutions and highlights the necessary university training for these professionals. Findings reveal the complexity of fostering positive attitudes and analytical skills among students. The final study focuses on how vocational school teachers engage with ethnically and linguistically diverse populations, emphasizing the need for schools to evolve into learning communities. Collectively, these studies address underexplored topics and marginalized groups, challenging the notion that this area is insignificant.
