As an inclusive school, we care about maintaining the equality of all; this project encouraged our teachers to become and to be good inclusive practitioners, knowing that inclusive schools need to develop good inclusive practices in four areas: 1) continuous professional development of school leaders, teachers and other professionals working in the school (with a focus on teachers and other professionals), 2) development of cooperation and practices in the classroom, at school and in the community (with a focus on cooperation), 3) respecting and valuing the diversity of students in all school practices (with a focus on students) and 4) support all students through flexibility of the curriculum and introduction of differentiated teaching practices for its implementation (with a focus on the curriculum). These four inclusive practices are taken from the "Profile of Inclusive Teachers" of the European Agency for Development in Special Education. The reason for the focus of the practice is simple: to be the perfect teacher for inclusive education, to engage in inclusive practices and to bring about change in students. The quality in the development and modernization of the school (new methods and approaches for strengthening the educational process) and development of the European dimension was achieved through the set goals: to create modern, creative and interactive teaching oriented towards Europe strategy, to have an intercultural dimension and to bring positive changes. In this way, the differences and borders from the European level are successfully eradicated and bridges of friendship and sincere cooperation are created, because the basic goal of inclusion and equality and accessibility of all involved in the educational process has been achieved. Multicultural Europe has become accessible and closer to us, and people have connected with each other for cultural cooperation and competition. Part of the strategy was to directly strengthen the language and communication competence of teachers and students through continuous cooperation with partner schools in Europe. In this way, only trained and qualified staff managed to develop a common vision in terms of European innovation and quality, as well as the introduction of creative methods and use of ICT in disability education in almost all subjects and the creation of teaching techniques with the student as the center. Our plan was to improve the organization of school work through workshops that include theoretical and practical work for students with special educational needs - education for all. Teachers gained theoretical and practical knowledge, as well as the use of ICT technology in the classroom.
Inclusion is the process of involving children with special developmental needs and children who do not have special developmental needs, and are of the same age, in the environment where they learn and play. Children with disabilities have the same basic physiological, social and emotional needs as other children. Inclusion in regular schools will enable equal treatment by the society. Ghettoization deepens the pain that they and their loved ones feel, and leaves others poorer for a very important thing in life, to give part of their love and humanity to children with special needs. It is important to understand that optimism is the basis for successful teaching, especially with students who have certain disabilities and thus have special educational needs. In order to influence the reduction of the difficulties encountered during the teaching, the teacher should know the complex network of relationships that positively or negatively affect this problem: student-student relationship, student-teacher, parent-teacher. Moreover, the student should gain great trust in the teacher, to have mutual respect. The teacher should believe in the values of the student, and the student in the teacher. Children (classmates) should also be encouraged to respect each other, to be encouraged to help each other. Teachers should use their attitude to encourage children to help children with special needs. Parent-partner is a concept that seems to increase its credibility. Indications that a parent has useful information about their child can be very helpful to the teacher. Only a parent who has understood and accepted the situation of his child with special educational needs, can help him and be a successful partner with the teacher in solving all the obstacles that will arise. Inclusion as a process of inclusion of students with special educational needs in regular schools imposes an obligation for adequate preparation by regular schools, teachers, students and parents of children from the regular population for admission of these students. This of course means that the aid services in the regular schools must be able to provide adequate and appropriate assistance to both the teaching staff and the students with special needs. In the modern conditions of education and upbringing, enriched with new, creative methods and procedures, the challenge of learning - as a function, remains the same, now as in the past. The challenge to introduce the child to the "ocean of knowledge" and at the same time to build his personality in the spirit of modernity in which he lives, can best be expressed by returning to the famous quote from the even more famous psychologist, founder of behaviorism, John Watson ( 1878-1958): "Give me about 10, healthy, well-developed, small children and a suitable environment in which I will raise those children. I guarantee you that from any child I can create any professional - doctor, lawyer, artist, trader, manager, and if you want a beggar and a thief, regardless of his talent, inclination, shortcomings and abilities, and regardless of profession or race of his ancestors. " The current educational practice of students with special needs has serious problems in mastering the special and regular curriculum. Increased demands for inclusion and education of students with special educational needs will intensify this problem. It is necessary to make several specific preparations in the creation of a special educational plan, before including children with disabilities in regular schools; to conduct teacher training; to rain people who would monitor the work between the team members in order to have a coordinated cooperation.