This report will provide results of research oriented to surveying of grammar school teachers’ attitude towards inclusive-education implementation to the process of education.

For the last twenty years, schools in Czech Republic have been implementing functional model of integration realized by placing pupils with special education needs into suitable special kindergartens and grammar schools. The new model of inclusive education has been established in Czech Republic in September 1^st, 2016 and its main goal stands for the integration of pupils with special education needs into standard educational process. Inclusive education is established in Czech Republic legislation by public notice of Ministry of education, youth and sports č. 27/2016 Sb. of the education of pupils with special educational needs and of gifted pupils.

Integration was the first one before the inclusion not only in Czech Republic but also all around the world. The difference between integration and inclusion have been discussed by many experts (Mittler, 2000; Leonhards, 2003; Suleymanov, 2015). The beginning of inclusive education reaches the end of 1990s in the US (Scholz, 2007). World general concept of inclusive education comes from the presumption of universal right for education for all children no matter what race, gender, nationality or health disability they are. (Suleymanov, 2015).

Declaration of conference in Salamanca (UNESCO, 1994), expressing the idea of education in common schools for all children whatever their physical, intellectual, emotional, language or social conditions are, was the key impulse of inclusive-education development. Common schools oriented to inclusive education are the most effective tools for discriminating the repression, for the development of accommodating communities and firming an integrative society.

The crucial part of the educational process are teachers. To teach properly and to be fully interested in their work, it is necessary for teachers to espouse all the changes required by educational politics. The aim of this report is to present teachers’ attitude towards the inclusive educational process.

Many experts in Czech Republic have dealt with various participants’ attitude to inclusive education (Požár, 1997; Květoňová et al., 2012; Potměšil, 2011; Vaďurová a Pančocha, 2010; Pančocha a Slepičková, 2012) and this area of research is still highly relevant. In this report we will focus on an attitude of the most important educational process’ participants – teachers themselves. It has been already mentioned that the teacher is the main force of inclusive educational process.

The objective of this research was to find the teachers’ personal attitudes towards the inclusive education, both from the point of its very first introduction to them and then after one-year period of full running of the system.

Following research questions have been incorporated:

Due to teachers, what benefits does the inclusive education have? Due to teachers, what negative effects and risks does the inclusive education have? Do teachers think that Czech Republic schools are ready for inclusive education? Do teachers think that they are properly educated and that they are professionally competent for teaching a kid with special educational needs?

Provided answers for these research questions are compared to chosen foreign researches dealing similarly with teachers’ attitude to inclusive education. (Jordan, 2009; Sutton, 2015; Martel, 2009)

The research has been realized by the means of multiple case study. Teachers’ attitudes were gained from a semi-structured in-depth interviews. There were eight participants interviewed in December 2016, all of them were teachers from chosen grammar schools in Czech Republic. All interviews were recorded, then rewritten, analysed by open coding system and evaluated. The research was realized among six women and two men. Participants belonged whether to the category of beginning teachers or the category of highly experienced teachers. Participants work as elementary school teachers or secondary school teachers and two of them were educated in special pedagogy. Three interviews with some of these participants were realized in December 2017, after the one-year of inclusive education’s full system-running period. Participants were asked thirteen questions mapping their personal opinions on inclusive education in Czech Republic after this lasted one-year period. Selection of participants were accomplished in order to choose both the teachers with positive attitude and teachers with negative attitude to inclusive education. These participants were highly experienced women teachers teaching at elementary school, beginning woman teacher educated in special pedagogy teaching in elementary school and woman teacher teaching in secondary school.

The outcome of given research among teachers provides more of negative attitude to inclusive education in Czech Republic. Participants’ attitudes are quite different and mostly dependent on the length of teaching practice and they are also dependent on individual experiences with pupil with special educational needs. Some of the experts (Jordan, 2009) suppose that inclusive education is time-consuming. This research has proven this presuppose. Participants expressed their concerns about higher time-consumption for their work. Some of them also emphasized double of time consumption for pre-teaching set up for pupil with special educational needs. Various studies show the effect of teacher’s professional education in the field of the subject of special pedagogy and previous teaching experiences to their attitude to inclusive education (Pinková, 2013). In the research, this effect has been proved by some answers provided by participants educated in special pedagogy, that were quite different from the rest of participants without given education. Participants, similarly to Sutton (2015), emphasize the lack of courses dealing with the problematics of pupils with special educational needs’ problematics intended to teachers. As well as Sutton, teachers are convinced that education in the subject of special pedagogy and practical work with pupils with special educational needs should be part of university programs for future teachers at the first place. Teachers also expressed an interest in any methodical materials, training courses or courses specialized to work with pupils with special educational needs. Three interviews were realized after one-year period with chosen participant teachers. These teachers show different view to inclusive education. This interview has pointed out, that the teachers’ attitude to inclusive education has not changed after the one-year period of inclusive education in functioning process.

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