FROM INCLUSIVE POLICY TO INCLUSIVE CULTURE
Sociologists, teachers, parents and practitioners who visit various educational institutions pay attention to the difference in the atmosphere, algorithms of the educational process, sociocultural practices. The differences are explained by the fact that, despite the prevailing policy of inclusion, there is no common understanding and professional solidarity regarding the implementation of inclusive education. Each university or school has a pivotal structure that sets the mainstream of methodological approaches and everyday life of an inclusive space. Teachers, administration and students have established social attitudes and ideas about the educational process that affect their actions and decisions. This article attempts to discuss the issues of the transition from discourse and declaration of the policy of inclusion to the practice of inclusion and the culture of inclusion. The study of the inclusive space is presented in order to understand the everyday life of the education system outside the rhetoric of the official political discourse of inclusion in education.