The thesis deals with inclusive education, specifically parents as co-actors to inclusive education. The goal of the thesis is to determine what role parents occupy in cooperation with a school with inclusive concept of education, what are their views on inclusion, and thus contribute to the current topic of inclusive education. The theoretical part focuses on the current changes in the field of inclusive education, social heterogeneity in inclusive school, educational approaches and needs in inclusive education and on teachers and parents as actors for inclusive education. The practical part contains case studies on three selected schools with inclusive education in Prague. Part of these case studies is interviews with teachers and parents on the involvement of parents in inclusive education.

This dissertation is conceived as a theoretical - empirical study, which is focused on modifications in attitudes of fourth and fifth grade pupils towards people with disabilities. The research is based on three possible influences for attitudes, (1) the effect of classmate with disability on pupils' attitudes towards people with disability, (2) teacher's approach to the issue, their inclusive teaching competences and the effect on pupils' attitudes and (3) if school and its inclusive setting (which is represented by schools with "Fair school" certificate) has any influence on pupils' attitudes towards persons with disabilities. We try to explain one elemental empirical question by dealing with these three particular research issues. Does inclusive environment have positive influence on fourth and fifth grade pupils towards people with disabilities? We decided to choose a quasiexperimental design of this study to answer this question. Two validated empirical instruments were used in the research, they were administrated on a sample that consists of 1948 pupils from fourth and fifth grades and (their) 102 teachers. The acquired data were processed by appropriate statistical methods. Our outcomes partly confirmed the assumption that inclusive environment may have an impact on pupils' attitude towards...

This thesis deals with the concept of inclusive education in primary schools. The aim of this thesis is to find out what positives and negatives teachers see in inclusive concept of basic education, and what recommendations could help the functioning of the inclusive education process. The work is divided into a theoretical and a practical part. The theoretical part focuses on the process of inclusion and inclusive education, including a description of concepts, principles and manifestations. In the theoretical part, an inclusive school environment, including actors of an inclusive process is also approached. The basis for the practical part is the survey, which aims at finding the attitudes, opinions and suggestions of primary school teachers on the issue. The results of the research show that the current concept of inclusive education is misunderstood by most teachers and, unfortunately, most of them disagree with this concept. They see the risk of burden not only for children and teachers, but ultimately also for the entire school system, which may lose its quality. In spite of this, they find certain benefits in inclusive education, mostly in the fact that children can learn mutual motivation, cooperation, necessary social skills, and try to perceive and respect differences, which will help...

The thesis is focused on the analysis of the attitudes of teachers from the district Trutnov to inclusive education. The theoretical part is dedicated to people with special educational needs, the legal grounds, inclusive education and the teaching of curricula and counseling system in the Czech Republic. In the practical part we were surveyed attitudes of primary school teachers from the district Trutnov to the education of pupils with special educational needs. Above all, the degree of awareness of teachers, their concerns and comments on the amendment to the Education Act. Methods were used questionnaire and interview. It is therefore a combination of quantitative and qualitative research. KEYWORDS inclusive education, inclusive education, teacher, pupil with special educational needs, attitudes, concerns, information, benefits

Towards School Inclusion Abstract Since September 2016, the so-called inclusive amendment, i.e. Decree No. 27/2016 Coll., on the education of pupils with special educational needs, has been in force in Czech schools. The multiple-case study of three schools describes the process of change in different contexts prior to 2016. Three inclusive schools were selected based on measuring the level of inclusion and their public declaration of striving for inclusion. The data research sources were narrative interviews with current and former principals of the selected schools, their deputies, some teachers, assistants, parents and/or representatives of the municipality. IPA was used to analyze the data. The inclusive school is a product of a principal's vision and their transformative leadership. The key for a successful transformation was to change not only processes and structures but mainly the culture, thus common understanding of the goals. The central concept was communication and collaboration. The respondents perceived themselves as pioneers and communities sharing the same values. Creating conditions for respecting the needs and differences of each child and gaining community trust were the necessary steps for this transformation. It was important to raise sufficient funds, to work hard and to improve...

The diploma deals with an analytic evaluation of The European Court of Human Rights adjudication in the matter of D.H. and others versus the Czech Republic. The aim is to ascertain how this verdict has influenced school legislation and the educational practice. The research focuses on discovering whether the Czech Republic has been fulfilling the obligations established by the European Court, and mapping the consequences of the verdict on the practices of the involved parties, which are practical schools, school consultency facilities and the Czech School Inspectorate. The result is a comprehensive description of the steps which the government has made towards eliminating discrimination of Romany pupils in the education system. Based on the foundings, it can be stated that in the upcoming future there should not be any occurences of discrimination of pupils being put to practical schools.

My diploma paper is focused on integration of foreigners' children into education at grammar schools. The aim of my paper is to theoretically explain in more detailed way social and pedagogic aspects of foreigner's integration in connection to their integrity into educational system. And on the basis of exploration I want to examine readiness of schools for integration of pupils - foreigners into educational program at grammar schools in regional town Ústí nad Labem. My diploma paper is divided into two parts - theoretical and empirical parts. The first theoretical part of my diploma paper is focused on general theoretical approach to foreigners' and integration policy of the European Union and last but not least to the development of migration in the territory of the Czech Republic. It is focused on education of children of foreigners, particularly to its legal basis in Czech law and to inclusive education which is understood to be higher level of integration. The last part is dedicated to integration of foreigners' children itself. I worked out an examination project which is in the empirical part. This project is focused to examination of readiness of basis schools in Ústí nad Labem for presence of foreigners' children into schools and readiness of these schools to integrate these children with...

The thesis deals with the topic of inclusive education in terms of inclusion of children from socio-culturally disadvantaged backgrounds into mainstream education. In the theoretical part there is description of the current situation in the Czech Republic based on the analysis of relevant sources of information regarding inclusive education. Inclusive education is viewed in the context of special education, multicultural education and social environment. As next there is outlined part of a legislative framework of this education and the possibility of support measures in the form of group tutoring. The practical part describes the group tutoring as one of the possible form of support measures. The group tutoring is analysed on the basis of the results of survey among children, who attended the group tutoring, and structured interviews with volunteers who helped to guide this tutoring.

The diploma deals with an analytic evaluation of The European Court of Human Rights adjudication in the matter of D.H. and others versus the Czech Republic. The aim is to ascertain how this verdict has influenced school legislation and the educational practice. The research focuses on discovering whether the Czech Republic has been fulfilling the obligations established by the European Court, and mapping the consequences of the verdict on the practices of the involved parties, which are practical schools, school consultency facilities and the Czech School Inspectorate. The result is a comprehensive description of the steps which the government has made towards eliminating discrimination of Romany pupils in the education system. Based on the foundings, it can be stated that in the upcoming future there should not be any occurences of discrimination of pupils being put to practical schools.

Conclusion: These results suggest that PE teachers, school managers should account for parent satisfaction when making decision for better inclusive PE classes for children with special education needs. Social demographics could also play a role in how parents perceive inclusive PE. However, additional research is recommend ed to explore parental expectations and satisfaction with PE Keywords: Parental Satisfaction, Inclusive ph ysical education, Special needs