ANALYSIS OF IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE CZECH REPUBLIC

An inclusive form of education in conditions of the Czech Republic is very topical and frequently discussed theme nowadays. Although the general recognition of the right of all people to education is a common thing, inclusive form of education still raises doubts, both with non-professionals and professionals. The concerns are often based on lack of information and inaccurate ideas in connection to successful inclusion in conditions of Czech education. Even though, the concept of inclusive education varies and the implementation in individual schools is different, it represents a challenge to current system of education, traditional methods and forms of education and, in particular, to the pedagogical preparedness of the teacher. The submitted article reflects chosen aspects of implementation of inclusive education. It presents interesting results of analysis of research investigations from the period of the validity of legislative modifications. Its aim was to analyse the process of inclusive education, preparedness of mainstream schools and their pedagogical workers for inclusive education of pupils with special educational needs, especially with autism spectrum disorder. The main research method in the presented research investigation was questioning and a questionnaire was the technique of the construction. The research project was focused on two main areas. The first research line A (N = 182) analyses the readiness of primary schools for the inclusion of pupils with mild mental retardation and the second research line B (N = 101) contains findings of teachers' readiness for common education of pupils with autism spectrum disorder in primary schools. A total number of 283 pedagogues were involved in the research investigation. The results tell that around 75% of teachers are not prepared to educate pupils with mental disabilities and pupils with autism. The data obtained was processed by an in-depth analysis. The data of both two research lines were analysed by quantitative statistical procedure-univariate and bivariate analysis of empirical data. At the end of the article interesting results of analysis are presented. They clarify attitudes of pedagogical workers to inclusive education of pupils with special educational needs in the environment of Czech schools