Abstract:

Disability is currently being discussed as a social topic mainly in the context of inclusive education. The same ways social attitudes towards differences were formed over time, influenced by philosophy, politics, religion or public education, they were formed similarly in the individual view of each member of the society. Disability and its bearers form an integral part of the society.

The data necessary for the research of attitudes of intact adolescents towards their peers with disabilities were obtained through a questionnaire set up by the researchers. After a pilot study, the questionnaire got its final form - all the necessary demographic data and 24 entries of the questionnaire in the form of both open and closed questions. The subject of the presented research is the attitudes of adolescents (14-20 years) to persons with special educational needs. The target group consists of 769 students of randomly selected standard secondary schools. The selected schools included both schools providing education ending with school-leaving exam and schools where pupils obtain vocational certificates at the end. There were more girls than boys in the research sample - 457 vs. 311.

77.9% of pupils, who were not able to characterize these phenomena, lack the concept of disability. Most of the pupils have personal experience with an encounter with a disabled person (ca. 75%). Almost half of the respondents were not able to comment on the living conditions of disabled persons in the Czech Republic. 53.8% of respondents would not help a person or they do not feel competent enough to help. 80.5% of respondents did not use the extracurricular educational opportunity on the issue of disability. 95.3% of pupils do not use any extracurricular activity in the field of working with or for persons with disabilities. 88.9% of respondents perceive the information provided at school as insufficient. Most of the respondents (90.6%) do not have any negative experience with disabled persons. The respondents evaluated the perceived difficulties in communication with a disabled person incorrectly in 38.4%. Respondents evaluate any necessary adjustments of the environment for and education of disabled pupils as necessary in 81.1%, but most of the respondents (88.9%) evaluate their informedness and competence for accepting a disabled classmate as insufficient and is interested in getting more information on this issue. Equal opportunity to study is described as incomparable for all pupils by only 73.2% of the respondents. Only 6% of respondents reported feeling uncomfortable when meeting disabled persons. 45.6% of respondents did not know what to do and how to help their potential disabled classmate, however, most of them would like to help. On the other hand, almost half of the respondents did not state any relevant form of help or assistance. 65.7% of respondents could not imagine having a disabled pupil in their class. 53.8% of respondents did not manage to characterize the possible necessary changes and adjustments of the environment for persons with disabilities in a relevant way.

Keywords:

Adolescents, special needs, inclusion.