Attitudes of Educational Professionals to the Implementation of Support Measures in the Context of Inclusive Education

Abstract

In the Czech Republic, a crucial amendment to the Education Act (No. 86/2015 Coll.) has been passed. Effective from 1 September 2016, the amendment introduces the principle of joint education – inclusion in kindergartens, elementary schools and secondary schools in the CR. The present paper provides information about an extensive survey comparing the attitudes of two groups of teachers working in mainstream schools and special schools to the legal provision on inclusive education. The research confirmed significant differences in the readiness and willingness of teachers of both groups to participate in inclusive education. Considerable differences were confirmed between both target groups in almost all aspects of inclusive education. Opinions about the necessity, appropriateness and benefits of this educational model differ. Teachers in special education schools hold significantly more negative attitudes than teachers in mainstream schools. This particularly relates to negative attitudes towards joint education of pupils with impaired cognitive functions. The research brought unique information about the opinions and attitudes of Czech teachers concerning inclusive education. It brought fundamental findings in the form of rejection of this model by teachers from special schools. The research confirmed positive opinions among teachers from mainstream schools. The results are crucial for the organization and management of the Czech educational system. The results make it possible to compare other countries which opted for the model of inclusive education.