Abstract:

In the Czech Republic (and not only here), the proportion of children, pupils and students with special educational needs is gradually increasing in mainstream schools. If, a few years ago (10-20) economic and legislative factors were preferred in the attitudes of teachers who commented on the conditions of so-called "inclusive" education, we are currently seeing crucial problems in the communication (relations) of participants in the process. The research team conducted a series of surveys in 2018–2019 that focused on the quality of life of people caring for a family member (child) with disabilities (n = 526). In addition, we have also carried out extensive research measurements of teachers' attitudes to inclusive education (n = 2,526). In the paper, we present partial results of comprehensive research reports showing a possible source of conflicts (misunderstandings) among the actors of joint learning. These disagreements may arise in particular from the lack of information or communication at the teacher-pupil-parent level with regard to the inclusive education process.

Keywords:

Inclusive education process, teacher, pupil, parent, communication.