Abstract:

This paper is focused on the issue of transformation of Czech education with a focus on the steps leading to the integration (and inclusion) of children with special educational needs in mainstream schools.

The supporting ideas of the curricular reform bring the opportunity to change Czech education in terms of quantity and especially quality. At the beginning of the implementation of the reform in schools, the reform was evaluated rather negatively by teachers; however, on the basis of international comparisons it was proven that changes were necessary. Innovated social requirements place emphasis on increasing the quality of education in the sense that pupils should have abilities rather than knowledge. This criterion has become the main objective of the reform.

This article tries to point out the specifics of working with children with special educational needs and readiness of teachers to work in conditions of inclusive schools. The intention of this paper is to highlight the risks that can be prepared with inclusions in an environment of Czech schools attached.

Keywords:

Czech education, inclusion, preschool education, communication skills, children with special educational needs.