Provides a philosophical analysis of the social constructionist substantiation of inclusion and social model of disability. The article also considers the notion of psychological service for inclusive education participants using Herman P. Meininger’s concept of normative anthropology that provides for structuring perspectives of delivering support to people with disabilities as the analytical tool. The author approves Meyninger`s conclusions about the inadequacy of normative anthropology of inclusion based on the ideal of autonomous personality. This ideal accepted by the normative anthropology preserves the non­inclusive character regardless of what inclusion model is accepted for people with disabilities - social (inclusion) or individual (integration). The structuring perspective for providing care (as the normative anthropology) that draw on the ideal of authenticity is supported. The author emphasizes importance of considering both cultural and embodied aspects of human existence while constructing the normative anthropology of inclusion and related psychological services for its participants.