Inclusive education and related aspects are currently the priorities of the educational policy in the Czech Republic. Should inclusion be successful, it needs to be supported not only by public administration authorities and legislation, but also by schools, families, school authorities and counselling services. The present research study analyses the opinions of teachers, who are significant actors in the area of inclusive education. The results of the research reflect not only the teachers' opinions about the issue, but at the same time reveal some issues that need to be addressed by educators of future as well as current teachers, should inclusion be successful.
The task of kindergarten teachers is to support the development of preschool children with respect to their potential. In order to do this, they need to know every single child including their development potential, limitations, interests, needs, etc. The information about children in kindergarten is acquired by means of educational diagnostics throughout the whole day.
The authors intend to present a TACR project, which involves the development of an online instrument for the purposes of educational diagnostics in kindergarten. In this way, the team of investigators respond to the current needs of educational practice, where educational diagnostics appears to be a weak part of the educational process. This may have a negative effect on the effectiveness of the education process. An integral part of the development of the online tool is practical verification in through a series of partial steps. In the paper the authors present one of the areas that will be monitored in the online application—evaluation of interpersonal relationships in the context of children’s play. The concept itself is based on educational theory and educational practice and reflects the current trends in education and the requirements of educational practice.
The current curriculum for elementary education in the Czech Republic allows inclusion of pupils with special educational needs in mainstream schools. In spite of the fact that today the right of all persons to education is generally accepted, the inclusive form of education frequently raises various doubts in both the lay and professional community. Various concerns stem from inaccurate ideas of this form of education and insufficient information, particularly in relation to successful delivery of inclusion. In some countries, such as in Great Britain or Finland, the experience with the inclusive form of education is much longer and is mostly positive, in our country however, the concept of inclusion is gaining ground relatively slowly. The quality of educating both the healthy population and pupils with special educational needs is influenced by a number of factors. One of the most significant roles in the educational process is taken by the educator. The educator’s role is irreplaceable and is decisive for the degree of success of the development of a child personality. All changes in the educational approaches are related not only to a well thought-out theoretical background but particularly to comprehensive readiness of the principal educational actors, i.e. the teachers. To accomplish this task however, the highest possible amount of information is required. To acquire this information was one of the aims of a research study carried out in the previous year 2014. Keywords: Czech Republic; inclusive form; education
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