Abstract:

In primary schools of Olomouc Region almost half of the teachers has an experience of teaching students with disabilities. Olomouc region is one of the best secured in the field of integration in the Czech Republic and provides continuing education of teachers at the Palacky University and other institutions. The situation in Slovenia is similar. This article provides comparison on the current state of integrated education in practice in these two countries.

Methods:
Quantitative research was used for the investigation. Data collection was carried out through a questionnaire survey in mainstream schools of the selected regions. Among others, the questions on conditions for integration of students with visual disabilities and on difficulties experienced by teachers with integrated students were stated.

Results:
Half of the teachers in the Czech Republic did not incline either the pro-integration or the pro-segregation tendencies. Although most of the teachers have an experience in integration of a student with disabilities, the majority of respondents did not hold completely pro-integration position. Teachers require the presence of a qualified assistant expert in the classroom who will help them within the process of work with integrated students. The survey results indicate the unsatisfactory attitude of the teachers to integration within mainstream schools. The teachers’ attitudes in both countries show that they are not completely prepared for the integration of students with visual disabilities.

Keywords:

Special education, integration, mainstream school, visual impairment, Czech republic, Slovenia.