Abstract:

Objectives:
The aim of the research was to characterize specific factors or differences in educating children with special education needs. The first part of the research responded to the rapid development of society and the increasing demands on the education of individuals with special educational needs and the need to address the issue of their values and attitudes to education, especially in relation to education providing vocational training. With increasing demands on the education of these individuals, we have also focused on parent-child relationships and finding places for special education interventions. The results of this part of the research contributed to broadening the knowledge of this specific group and relationships in the family, but also helped in finding opportunities for motivation and special education intervention in its current form. The third part of the research was a study focused on the school environment in an inclusive concept. Primary and secondary school teachers and intact pupils of these schools were selected as the target group. The results contributed to the expansion of knowledge in the area of school success of all pupils and the effectiveness of the work of teaching staff. The output was the creation of characteristics of individual factors, which play an important role in the educational process with regard to the presence of special educational needs in the context of the Decree of the Czech Republic No. 27/2016 Coll.

Methodology:
For the purpose of the research "Education and its value as a factor of pupils´ attitude to education" we used a questionnaire created by a set of 20 questions. In order to research the approach of parenting style of handicapped children, we used The Questionnaire of parental acceptance and refusal/check (PARQ/Control) which is intended for diagnosing family relationships and a parenting style of parents. The last phase of the research was focused on two target groups – data gathering was realized by means of SACIE-R questionnaire which consists of fifteen questions.

Conclusion:
The research results have shown that a member of educational staff, usually a teacher, plays a crucial role in the process of inclusive education. The level of acceptance, understanding and the acceptance of values connected with inclusive education by a member of educational staff directly affect the quality of adaptation of handicapped children and students as well as intact students who constitute a creative part of a social climate of child/pupil groups. As the output of a harmonious interconnection of the abovementioned aspects, we can consider the achieved level of education and a successful realization of a formative part. A supporting factor which is very efficient – if it is present to the extent necessary – is motivation. The motivation of a member of educational staff who is able to disseminate and pass the motivation on children and pupils. Another important aspect in the cognition of the pedagogical profession in the conditions of inclusive education is an effort to create – as varied as possible – characteristic of a teacher, requirements for their professional competences, categories of attitudes, concerns and experiences. Such a characteristic enables not only the work of advisors in a field practice but also specifically focusing on particular problems related to the training of future pedagogues.

Keywords:

Family, a student with disabilities, motivation, education, attitudes, values, a child with impairment, PARQ.