Limits and Perspectives for the Promotion of the Inclusive Culture and Paradigm within School Context: Theoretical Considerations and Empirical Findings from Greece and Hungary

The basic tenets of the inclusive paradigm in relation to pupils with Special Educational Needs are presented and analyzed in the first section of this paper. Also the findings from recent studies in Greece and Hungary referring to the perceptions of teachers regarding the possibilities of full inclusion of these students in mainstream schools are presented and discussed. Based on these data, at the final section of this paper, we also discuss the likelihood of building and implementing an innovative inclusive paradigm in mainstream school system, based on teachers\u27 needs, and the demands and challenges of contemporary social and educational reality