This paper shows the complexity of the ongoing process of transformation of Czech schools focused on implementing the ideas of inclusion in the real life of schools and the differences between schools.

The results of the research presented in this paper area is part of the extended research project   „Special Needs of Pupils in the Context of the Framework Educational Programme for Basic Education“, implemented at the Masaryk University in Brno (2007-2013). In this project we asked whether the Czech educational system is ready to implement and support inclusive education in general, what conditions and requirements are defined by the State towards inclusive education, whether schools are ready to accept and provide support to all pupils, for whom the inclusive education is a benefit and whether we, as educators of teachers, are ready to and able to adapt the current study programs and the content of their disciplines into practice?

To be able to answer these questions we formulated the basic objectives resulting in the overall design of empirical research for the six-year period 2007-2013.  Progress of research, we divided into four stages, in terms of time and in terms of research goals.

In this paper we focused on the results from the second part of the research.

The aim of our research was to determine what conditions teachers create to their pupils in primary schools in education from the view of inclusion and how they evaluate these conditions themselves and verbalize. The starting point for our investigation has become the following research questions: How do teachers assess the level of security conditions of inclusive education in their school? Are teachers able to agree to the self-evaluation conditions at work in a team? How do teachers understand the offered indicators of inclusion? What arguments do teachers choose for defend of their evaluation? What arguments do teachers use for improving the situation?

Our objectives were to verify the Czech version of the questioner Framework for self-evaluation of conditions of education 2007 (modified version of the British original “Index for inclusion” and subsequently to create the new version, a simpler tool for monitoring the conditions of education supporting the inclusion in our environment and to validate it.

Based on experience with research tool Framework for self-evaluation of conditions of education we decided to reduce the 2007 questionnaire, which included mainly revision of criteria for assessing the conditions of inclusion - the overall "slimming", revision of guiding questions, reducing the number of indicators of inclusion, the insertion of some new statements that relate to some criteria for inclusion, increased clarity of criteria and indicators, some reformulation of the text etc.

The new version of the questioner we verified in 2011.

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