Abstract:

The term inclusion has become much discussed topic in the last years in the Czech Republic. The society was colliding over various opinions and those were finding its opponents and fans. In the Czech Republic the inclusive education system was accepted as a way during which the possibilities are created for involvement of every individual into the society in a way so he could be viewed as a fully fledged member. Despite the legislative anchoring of inclusive education, some educators are still inclined to choose special education for certain groups of pupils with disabilities.

The submitted work deals with the definition of key areas and factors which affect inclusive education of a student with mild intellectual disability in standard elementary school. Based on the collected data, the work’s objective was to evaluate possible positive and negative impacts of inclusive education. During the study, the qualitative research methods were focused on long-term observation of the student with mild intellectual disability in standard elementary school. In the research which was made by interviews, there were also involved primary pedagogical employees as well as child’s family. After analysing the data, the study presents six categories that significantly influence the success of inclusive education of the pupil with mild intellectual disability.

This work represents insight into this problematics and its suggestions for further development for the pedagogical community.

Keywords:

Inclusion, inclusive education, a pupil with a mild intellectual disability, elementary school, qualitative research, the Czech Republic.