Abstract
The contribution presented here is a partial publication output that follows logically from the implemented project of inclusive stylistics. It embodies its didactic-methodical constituent, which is oriented towards the implementation and evolution of the principles of inclusive language and inclusive stylistics within the context of school education in Slovak language classes, with a particular emphasis on communicative-stylistic education. In this phase of the research, the primary objective is to substantiate the necessity for the incorporation of Slovak as a mother tongue in the school environment, in light of the discernible escalation in degressive tendencies within society. Additionally, this phase aims to elucidate anti-inclusive factors in communication. In the text of the contribution, we advocate for forms of inclusion that are more broadly understood and intuitive, as opposed to their formalised and largely indoctrinated variants. This approach is intended to enhance the humanising effects of communication and practical stylisation.