Abstract:

Inclusion in higher education in the Czech Republic is still in its infancy. Comparing to what the context of inclusive education at lower school levels of education system defines, tertiary education is significantly poorer in this area. Colleges and universities, not only public but also private, are mindful of equal opportunities for both study applicants and students with special educational needs. In the context of inclusion, they usually solve architectural, communication and other barriers. They define support for them and prepare the employees for their professional work. They also construct mechanisms for optimizing and equalizing study conditions for the target groups. At these institutions of tertiary education, we can find counseling agenda that includes psychological, pedagogical, and special educational services. By presenting the example of a chosen situation, in our contribution we will describe the circumstances with which its key actors are confronted during the realization of inclusion at colleges or at universities in Czechia.

Keywords:

Tertiary education, student, special educational needs, counseling, barriers.