ABSTRACT
In our chapter, we try to briefly summarize the Hungarian school integration practice, and the broader context of the phenomenon. The mass appearance of SEN and highly disadvantaged students, without transforming the culture and concept of the school, strongly weakens the effectiveness of education in the 2000s, the integration institution tried to meet the challenges under double pressure. On the one hand, performance pressures, which strengthen selections and competition, as well as the fairness associated with integration from the policy direction. In Hungary, the school is unable to compensate for social inequalities, but it is increased because of selectivity. There is a need for a fairer education, but the practice of this does not fit with the extreme competitive situation in schools and the pursuit of quality (Myles and Brym 1992). In 2010, there was a significant shift in right-wing education policy, focusing on talent management rather than catching up with lecterns. Integration requires the teacher to respond to individual needs. Since these competences were included in the framework of special education training, they are difficult tasks for teachers to manage. It follows that, despite all good intentions, integration attempts prove to be quite unsuccessful (Csányi 2008; Csépe 2008).
