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Introduction
Teeconomic,political,religiousandculturaldeterminantsofsocialinclusion
(andtheirpracticaldesignataintheformofactivitiesaimedatthisinclusion)seem
toburdenthecontent-baseddiscussionontheeducationaldimensionofinclusion.
Onsecondthoughthowever,theburden,whichapparentlyhindersitsclearimple-
mentationintoeducationaltheoriesandpractices,mightprovidevaluableinspi-
ration.Searchingforandidentifyingit,aswellasitsembeddingintheprocesses
ofeducationandsocialrehabilitationconstituteasignificantdeterminantinthe
choiceofproblemspresentedinthisvolume.
Inclusiveeducationisnotaclearsetofmethodsaimedatincludinglearners
withspecialeducationalneedsintothemainstreamofeducationalactivitiesinthe
schoolspace.Teessenceofthiseducationisdeeplyfoundedonheterogeneous
conceptsandideologieswhichareculturally,economically,religiously,and(par-
ticularlyrecently)politicallybiased.Terefore,itisdifculttoundertakeattempts
atitsthoroughtheoreticaloverviewandatplacingitineducationalpracticeswith
noregardtopoliticalchangesandtherelateddiferentopinionsontheeducation
oflearnerswithdiversifiededucationalneeds.Eventhoughtheissuespresentedin
thefurtherpartsmostlyconcernchildrenandyouthwiththecertifiedneedofspe-
cialeducation,contextuallytheyrefertomanyothersociallymarginalizedgroups.
Tesubjectmatterofthisvolume,despiteitsdeepembeddinginspecialpedagogy
andsociologyofdisability,drawsfrommanyotherthematicfieldsassociatedwith
multiculturalism,diversity,communality,subjectivity.Tisallowsforbroadening
thetraditionaldiscourseineducation(rootedinthecategoriesofdiscrimination,
exclusion,marginalization)withthecategoriesoftheOther/Alien,folklore,border-
land,reserve,emancipation,socialinclusivemovements,whichtheauthorsdowith
hopeforenrichingthediscussionwithnewpotentialities.Whatbecomesanimpor-
tantelementofthecontentsaretheissueswhichorganizethesubjectmatterinthe
perspectiveofeducationalnetworks,support,modelsofinclusion,andareviewof
theresearchintothediscussedsocialpractices.Tisconstitutesanintroductionto
