-         understanding the role of communication in society and schools;
-         capturing the difficulties and pitfalls of intercultural communication;
-         identify the attitudes that blocks the interpersonal communication and intercultural communication;
-         active practice for understanding and listening attitude;
-         applying efficient educational communication techniques in general and especially interethnic;
-         creating a school environment (building, class) through which the message saying that everyone is valued, is transmitted;
-         put n value the individually progress by: providing a differentiated curriculum, intercultural and multicultural curriculum development, developing individual learning plans for students using teaching methods that encourage cooperative learning.

Inclusive education has emerged in response to the shortcomings of integrated education, which failed to prevent the marginalization of children, differed from the general “norm” of the school population.

Inclusive education is defined by the following features:
-         supports and confirms that all children can learn and need some form of support for learning
-         seeks to identify and to minimize barriers to learning
-         is wider then formal education, including : family education, community, other educational opportunities outside school
-         involves changing attitudes, behaviors, curriculum, satisfying the diversify of children
-         it is a dynamic process that continually develops, according to culture and context
-         it is part of the development strategy of an inclusive society.

So, in the current national context, the inclusive education becomes the type of education responsible of ensuring the right of education for all children, without any discrimination and most of all, ensuring a high quality education.

Achieving inclusive education is assuming:
-         the existence and application of inclusion principles: the principles of equal rights, the principal of nondiscrimination, the principle of equalization in education chances, the principle of centering on the child, the principle of early intervention, the principle of basic education for all children, the principle of ensuring support services, the principle of cooperation and partnership.
-         putting in application of an inclusive education, an education of diversity, which mainly contains the attributes of being: a pedocentrist, progressionist, personalized, optimistic, social, an education of love.
-         creating an inclusive curriculum, which to define itself through flexibility and diversity: a curriculum adapted to the child’s needs, the diversity of the learning situations and support materials; diversified education methodology, interactive, appropriate to the different styles and types of learning, diversity in evaluation: forms, methods, instruments.
-         creating and ensuring the functionality of a support service system in all of the education levels: psycho pedagogical, social assistance, medical assistance, learning support (support teacher).