Abstract:

Everyone has the right to education. It is an important component in the life of every person and gives the opportunity to achieve appropriate social status and professional realization. Educational systems around the world are challenged to provide effective and quality education for all children and students. This leads to increased interest in the idea of inclusive education. More generally, it is seen as a reform that supports and welcomes diversity among all learners. Inclusive education implies the creation of optimal pedagogical conditions, a supportive environment and a positive pedagogical climate to support the inclusion and development of students. This is possible with the creation of an inclusive classroom. It is a classroom where all students study together and receive support according to their individual characteristics and needs.

The main task of the inclusive classroom is to enable all students in the class to achieve equally optimal goals, even if the methods for achieving them are different. The inclusive classroom has three main functions: physical, social and educational inclusion of children and students.

The paper is dedicated to the creation and testing of a model of inclusive classroom within a study in Bulgaria. It presents a detailed analysis of the functions of the inclusive classroom and the environmental factors influencing learning. Physical, social and academic inclusion in school education are also studied. The analysis is based on the following methods and resources: methods of theoretical research; methods of empirical research; statistical methods for analysis of results. For the purposes of the research and information gathering, a survey has been developed and conducted among teachers from 1st to 12th grade in different schools and cities in Bulgaria.

Based on the results of the analysis of the results and the concept of inclusive education we propose a model of an inclusive classroom. It includes the following components: design of an inclusive classroom; components of social and academic inclusion. The design refers to things such as physical access to the classroom, furniture, environmental factors (light, noise, etc.), safety, interior, organization of learning spaces, universal access to information and etc. Social inclusion refers to tolerance, participation in joint activities, etc. Academic inclusion includes assistive technologies, adaptation of the curriculum, teacher's assistant and etc.

Keywords:

Model of inclusive classroom, physical inclusion, social inclusion, academic inclusion.