Abstract
This article discusses the issue of the school inclusion of children with learning disabilities in the light of the basic principles and conditions of inclusion philosophy. The main features of children with learning disabilities are summarized, and basic intervention and early intervention parameters are mentioned, such as interdisciplinary approach, systematic teaching with appropriate adaptations, teacher role, collaboration with family, personalized programs, pedagogical therapeutic environment, the introduction of innovations in education to stimulate a sense of adaptation to the environment, etc. The goal of early recognition is not to simply locate high-risk children, but rather the early intervention to reduce difficulties and preventative intervention with regard to secondary disorders accompanying the predominant difficulty or disability. Article visualizations:
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