The implementation of Inclusive Education after the 2016 Legislative Changes from Shools‘ Perspectives

a complementary part of a quantitative investigation mapping the conditions of the implementation of inclusive education after the introduction of inclusive changes in the Czech Republic
in 2016 from the perspective of school special educators and school managers. 992 respondents took part in the research. The article briefl y presents its theoretical background and
the selected methodology designed to determine the conditions in schools, to map proposals
for changes in the system, and to provide space for free expression of opinions revealing more
about the attitudes being examined in terms of inclusive education. A brief comparison with
the results of the detailed qualitative part of the study reveals some major similarities – human
and fi nancial resources need to be ensured in inclusive education; the adverse factors include
limitations in terms of staffi ng, high overall numbers of pupils in classes and of pupils with
special educational needs (SEN), complex and burdensome paperwork, and the extensive rigidity of the system. Another key issue lies in the specifi c conditions in schools. The principles of
inclusive education may only be applied if schools are provided with a certain degree of trust
and powers. The respondents also mentioned the limitations of inclusion because of the specifi c
type of disability – in particular, mental and behavioural disorders can hinder the management
of inclusive education