Contextual Factors as a Parameter of the Quality Implementation of Educational Inclusion – the Prism of the Family Context and Regular School System

Abstract

This review paper explores and defines the role of contextual factors as constructive elements in inclusive education. Quality implementation of inclusion implies changes at the level of everyday educational practice, focusing on the clear role of all key stakeholders involved in the implementation process itself. Analyzing various dimensions of context, including family environment, school systems, social climate, and political and legislative frameworks, the paper explores how these factors shape and encourage inclusive education. By reviewing relevant research, the paper identifies key aspects of context that positively influence inclusion. Exploration of their role in supporting diversity and creating enabling frameworks for people with different educational needs emphasizes the principle of accepting mutual differences in work as incentives, not obstacles. By identifying key contextual factors in order to analyze and synthesize previous knowledge, a clear framework and starting point is created in terms of organizational and programmatic preconditions for the implementation of inclusion. Synthesis of previous knowledge provides insight into the importance of contextual approach to inclusive education, emphasizing the need for further research and practices aimed at improving inclusive education in the system of regular and special educational institutions.