Abstract
This article presents a study of 301 teachers, 151 general teachers and 150 resource teachers, focusing on how they evaluate their skills in identifying and working with children and students covered by the Inclusive Education Ordinance. Both common assessments and differences are outlined. The expectation to improve teachers' qualifications and skills in recognising the abilities of their pupils is confirmed. On the basis of the results, two main lines of practical work are outlined – support in identifying the abilities and skills of children and pupils and differentiation of the activities of the members of the pedagogical teams in the general education environment for the implementation of inclusive processes.
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