Abstract:

The aim of this paper is focused on defining effective pedagogical elements for creating an inclusive curriculum through the theory of social constructivism. In the conext of the mentioned theory emphasis is placed on the elements of school organization and on the definition of the socio-cultural dimension of schools.

As the effective implementation of educational inclusion in schools is focused on creating high-quality communication between all participants of the school process, this paper will provide a view on the role of pupils, teachers and classrooms in the context of social constructivism. Pupils in the context of the mentioned theory should participate in an active dialogue between the participants in the classroom as a place of educational inclusion. The role of the teachers emphasis given to ensuring the autonomy of pupils in the process of acquiring necessary knowledge and skills for their future education, lives and work. In the context of school practice the principles of inclusive education are based on the definition of classrooms as communities in which every child feels happy and in which every child has the opportunity to achieve knowledge, regardless of differences.

Possible conclusion is focused on the importance of active involvement of all participants in the process of school development in creating positive attitudes towards diversity in an inclusive environment. In the context of social constructivism it becomes a task of all participants in school practice.

Keywords:

Social constructivism, educational inclusion, pupils, teachers, inclusive classroom, curriculum.