The authors of the article make attempts to present a trend of inclusive education, which has been visible in the national special education, as a value. The main normative documents that have presupposed the genesis and expression of the model of inclusive education in the context of a value-based aspect are introduced. The results of longitudinal studies, which prove that attempts to create a school that ensures equal access to education for everybody (school students with special educational needs as well as their healthy peers) have been only partially successful in Lithuania so far. A number of disabled children, adolescents and young people have still been learning in the settings that are isolated from their peers. Therefore, challenges in inclusive education are likely to arise.