SELECTED ASPECTS OF INCLUSIVE EDUCATION OF PUPILS WITH MENTAL DISABILITIES IN PRIMARY SCHOOLS

The phenomenon of inclusive education of pupils with mental disabilities has recently become a widely discussed topic.

This paper presents a summary of research results aimed at inclusive education of pupils with mental disabilities in primary schools. For this purpose an anonymous questionnaire survey was performed, the aim of which was to find out the experience and identify and describe some of the factors affecting the inclusive education of pupils with mental disabilities in primary schools, and find out how teachers perceive themselves the inclusive education.

The survey involved 49 teachers of pupils with mental disabilities in regions Rožnov and Valašské Meziřící of the Czech Republic.

From the partial results of the research show that a higher proportion of integrated pupils at primary school. According to the teachers are being trained pupils with mental disabilities without any problems or with minor problems. At the second stage already appears plurality significant and serious problems. Most often these are problems of teaching, communication with parents, in relations with classmates when there are significant differences in interests and in communication and pupils with intellectual disabilities more difficult to seek friends among peers. Problems, according to respondents, overlap and appear in more areas. Nevertheless they evaluate teachers integrate more positively. At the same but also point to areas that are in the integration of pupils with mental disabilities undervalued.

Education of pupils with mental postižním puts high demands on the school and its teachers. Lack of funding for the establishment of teaching assistant and teaching aids, financial remuneration of teachers, inadequate facilities workshops in small schools, the differences in hourly subsidies courses in various educational programs is only part of the issues that schools face. Nevertheless, a majority of teachers believes that the joint training is beneficial both for himself a pupil with mental disabilities, as well as his classmates, who then teaches tolerance and respect.