Following the steps towards European Integration, Bosnia and Herzegovina (BiH) has adopted a number of laws and policies entitling all children to quality education and equal opportunities, with "all", referring not only to children with special needs but to other marginalized groups such as Roma children, returnees, children without parental care etc.
Although the rise of constructivism calls conventional remedial and special education practices into question, it also represents a positive opportunity for progress and renewal in the professions and in society. Emphasizing the constructivist principles of voice, collaboration, and inclusion, the authors identify the influence of constructivism across three interrelated levels of reform: structural reforms in school organization, pedagogical reforms in classrooms, and institutional reforms in human service systems generally relative to the "school - linked services integration" movement. By doing so, the authors argue that, far more than a new special education service delivery model, inclusion is the emerging cultural logic of the 21st century. They conclude the article with a political-economic argument for inclusive education and a discussion of the implications of constructivist reform efforts for the broader possibility of democratic renewal in society.