The relationship between school integration and special educational needs (hereinafter:
SEN) is analyzed in the framework of an international resarch in this study. In the
theoretical part the process of segregation, integration and inclusion is introduced,
and also the use of the concepts is dicussed. The integration in the school system
means the approach and practice against segregated education of students with disabilities
with the aim to eliminate segregated education. SEN is not a diagnostic but an educational
concept, and the its special pedagogy and legal term do not coincide. The research
was extended to Ukrainian (the Transcarparthian n=280), Polish (n=271) and Hungarian
students (n=552). The results show that school inclusion and social support are increased
by school success. Success can increase the selfesteem of students with learning problems,
which co-occures with the subjective perception of increasing social support and decreasing
exclusion.
