Abstract:

Inclusive education and its effectiveness are closely connected with teachers' ability to cooperate with parents as well as with other colleagues involved, or participating in the education of pupils within the classroom. M. Ainscow and A. Sandill (2010) stated that inclusive school can be identified by its ability to work as a cohesive team. Collaboration is seen as one of the most important factors supporting inclusive education. It was also identified as one of the key values of inclusive teachers (Teacher Education for Inclusion - Profile of Inclusive Teachers 2012).One of the PRINED project objectives was to adapt inclusive teams into mainstream education schools. The experience brought by the PRINED project is the subject of an analysis within the VEGA research project no. 1/0765/16.The aim of the study is to present the findings from the analysis of the statements from the inclusive team members. The data necessary for analytical induction was acquired from the written transcripts of discussions with the form of focal groups. These included the members of inclusive teams - teacher assistants and various specialists (the structure at each school was different). The discussions took place with each team separately. The participants were given a focus topic: "Problems And Prospects Of Inclusive Teams At Schools". The discussion had a linear course, i.e. had a moderator freely following a scenario. There was a total of 18 discussions analyzed. Each discussion was literally transcribed into a written form - into transcripts that were further analyzed. The aim of the study is to present the findings from the analysis of the statements from the inclusive team members in relation to their adaptation processes within the mainstream educational schools. In particular, we focus on the nature of collaboration between the members of inclusive teams, parents and teachers of elementary schools. The quality of collaboration has been influenced by the fact that historically, teachers work in isolation, as only one teacher teaches one class, and many of the teachers had for the first time the opportunity to work as part of a team.

Keywords:

Inclusive education, inclusive team, teacher, focus group, collaboration.