Publication details

Inkluzivní vzdělávání z pohledu pedagogů

Title in English Inclusive Education from the teacher´s perspective


Year of publication 2019
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Education

Description Inclusive education looks at individual differences positively and aims to maximise the potential of each pupil and create as little restrictive environment as possible (Tannenberger, 2016). The aim of the present research survey was to analyse the attitudes of educators of primary schools towards inclusive education. Further, their experience and knowledge of inclusive education and analysis of possible factors that affect their views and attitudes towards inclusive education were analysed. The quantitative research strategy was used for the research investigation based on a questionnaire of its own design. The questionnaire consisted of 4 sections covering 38 items, which the educators evaluated on the scale, strongly agree rather than/agree and strongly disagree. The research sample consisted of 80 teachers teaching at the primary schools. The only criterion for the deliberate selection of respondents was the pedagogical practice at primary school level. The research sample included 77 women and 3 men. The results of the research survey show a predominantly negative attitude towards inclusive education. Respondents expressed negatively not only in statements concerning the concept of inclusive education, but also for conditions laid down for education in the Czech environment. Although overall, teachers rate inclusive education rather negatively, they agree to the claim that inclusive education teaches pupils respect and mutual cooperation.

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