This thesis explores the different types of primary school teachers' attitude towards inclusive education of pupils with behavioural problems. Three main goals were attempted through interviews with teachers of different qualification. The first goal was to understand the differences between teachers' attitudes and opinions. The second was to identify the major reasons for said attitudes. The third goal was to review bill no. 27/2016, which deals with the issues of education of pupils with special needs and of exceptionally talented pupils. The respondents, who participated in this research, are currently employed as primary school teachers, as well as the Waldorf elementary schools and practical elementary schools. The research has shown that all respondents viewed the inclusion of pupils with behavioural problems as disadvantageous. This attitude can however be influenced by the type of school, or additional education in this particular field. This research concludes with a comparison to a U.S. research of similar goals. KEYWORDS: Behavioural problems, behavioural disorder, inclusion, teachers' attitude, primary school, Waldorf school, practical elementary school

This diploma thesis presents monographic study that deals with the autonomy of schools in the context of the idea of the Waldorf School and philosophical convictions of its founder Rudolf Steiner. The content itself brings a particular identification, analysis and description of the basic principles of Steiner's ideas of Social Threefolding. For better grip and insights into this topic in the introductory chapters with the concept of autonomy as the general context, and given directly to the school autonomy. Further insight on school administration and local government and various school systems in the European area. The work also includes historical and political context of the time of different directions of reform pedagogy 19th and 20th century, which proved, among other things, as one of the key conditions for understanding the concept of free Waldorf school Rudolf Steiner and the conditions under which it was created. KEYWORDS autonomy, school, Waldorf pedagogy, Waldorf School, anthroposophy, Rudolf Steiner, competence, autonomy, responsibility, Social Threefolding

This master thesis introduces innovative approach to teaching practice at Waldorf schools, the so called movable classroom. This model originates in German Waldorf schools, primarily from Rudolf Steiner Schule in Bochum. Its main specific is furnishing the classroom with movable equipment, which creates the possibility for greater variability in organizing the space by implementation of weekly outdoor learning and change in the timing set up of teaching units. The research question of this work is meaningfulness of the movable classroom model, it specifically concerns itself with the question, whether it is possible to observe the benefits of movable classroom model for physical, psychological, social and cognitive development of children, while teacher simultaneously takes into account the current limitations of this model. Following observation in the classrooms, which work according to this model and researching contemporary literature, individual categories of both benefits and risks have been specified. Through follow up interviews with teachers, these categories are verified and exactified through actual situations, the research question is answered and further possibilities for working with this model in Czech Waldorf schools are explored.

The thesis is focused on a subjective perspective of students from Faculty of Education of University of South Bohemia in České Budějovice on attitudes in education and on potential application of these methods in their practise. In this thesis is covered general exploration which characterizes particular types of alternative schools and alternative approaches in the process of education. Data were gained from questionnaire and with usage of didactical test. On research were participated 139 students from Faculty od Education of University of South Bohemia in České Budějovice. In the result part are covered finding outs which refer to fact that most of students would use alternative attitudes during their practise even if only small part of them have ever visited any of alternative schools. The higher percentage of respondents answered that they have only limited information about alternative education which was verified by didactical test. The average access from the test was 50%.

This diploma thesis deals with issue of accounting, funding and taxes of waldorf primary school in the Czech Republic. You can also find an explanation of waldorf educational system in this thesis. It focuses on this area in specific conditions of Waldorf primary school and kindergarten Wlaštovka Carlsbad. The thesis also includes financial analysis of this primary school.