**Abstract**

In the educational environment, dialogue should be understood as an inseparable tool in an individual's contact with the academic environment. The dialogue will be used in an educational environment where we are thinking about – the functional development and growth of an individual, where the goal is not just to pass framed levels. The dialogue in both the educational and the life environment encounters a strict mechanism – programs and services based on evidence. The dialogue opens the space for a common third, through which it is possible to provide an original, truly personalised service. The very uniqueness of the human being is a symbol that represents value for the paradigm of inclusion and with which it works. Dialogue and inclusion are intertwined and connected in educational ideas. At the same time the dialogue provides a solution to the issue of introducing inclusion.

**Keywords:** common third, dialogue, inclusion, pedagogy of the oppressed, singularity
