Abstract:

The contribution focuses on the issue of inclusive education implemented in mainstream elementary schools in Slovakia, explicitly from the perspective of professional employees. It aims to find out how the implementation and realization of inclusive education are perceived by specific professional employees (social pedagogue, school special pedagogue, school psychologist) working at selected elementary schools in Trnava. The survey collected answers from 18 participants (n=18) with experience ranging from 1.5 to 19 years. A semi-structured interview was the method of data collection. The results show that the survey participants have sufficient professional knowledge of inclusive education; however, they gain this knowledge mainly through self-study of professional books, searching the Internet or mutual sharing information and experiences. It was also found that except for students with mental disabilities, a positive attitude to implementing inclusive education is dominant in formal and informal education. The most common problems (barriers) were identified as abuse of power by the parents of children with disabilities, shyness of included students, the lack of funds and professional employees. Within the cooperation, the mutual cooperation of professional employees of schools, cooperation with pedagogic employees, and counselling facilities (Centre for pedagogical-psychological counselling and prevention, Centre for special-pedagogical counselling and prevention) dominate. These findings emphasise not only the need for a complex of an expert team (social pedagogue, school pedagogue, clinical psychologist, special school pedagogue, speech therapist, pedagogical assistant) in implementing and realizing inclusive education in mainstream elementary schools in Slovakia but also their further professional education, under the patronage of the Ministry of Education, Science, Research and Sport.

Keywords:

Professional employee, inclusive education, transdisciplinary aspect, cooperation.