MODERN DILEMMA OF INCLUSIVE EDUCATION: "INCLUSION FOR SOME" OR "INCLUSION FOR ALL"
In this article, we will analyze two - somewhat opposite - discourses about inclusive education, reflecting two positions that underlie many of the current debates about inclusive education. The first ("inclusivity for some") reflects the idea that children with special needs have the right to a high-quality education that can best be provided by specially trained staff in a specialized and often isolated environment, while the second ("inclusivity for all") reflects the idea that all children, taking into account their diverse needs, should have equal opportunities for co-education in regular educational institutions. Through argumentative analysis based on the reconstruction of logical configurations of arguments, we intend to determine how these two definitions contribute to the positioning of children.