From the perspective, which supports the rights of all students to inclusive education, segregated special schools form an evidence of institutional discrimination. The rights that students have to inclusive education are universal – those rights refer to all students, everywhere, even for those whose parents would rather agree them to go to special needs school. As it states in UN General Comment issued in 2001, that discrimination, that refers to disability: ‘offends the human dignity of the child and is capable of undermining or even destroying the capacity of the child to benefit from educational opportunities’. At this point in the past decade new educational programs began to develop in many industrialized countries especially in the USA and in the UK. Most of them suggested refusing from the segregation in many points and making common educational opportunities for children. Inclusion is term that refers to the educational process of students who have disabilities, but the educational process has to take place in general classrooms so that they’ll interact with their peers. The classrooms have to be provided with necessary supports and services for these students.

CSIE (Center for Studies on Inclusive education) has developed the Inclusion Charter, a document what stated the priorities for the development of education that would give equal opportunities to diverse children. First written in 1989, it was partly reformed and revised in 2002 taking into consideration the latest developments and experiences of inclusion and segregation issues in education:

1. “We fully support an end to all segregated education on the grounds of disability or learning difficulty, as a policy commitment and goal for this country.

2. We see the ending of segregation in education as a human rights issue, which belongs within equal opportunities policies.

3. We believe that all students share equal value and status. We therefore believe that the exclusion of students from the mainstream because of disability or learning difficulty is devaluation and is discriminating.

4. We envisage the gradual transfer of resources, expertise, staff and students from segregated special schools to an appropriately supported, diverse and inclusive mainstream.