Abstract:

The contribution focuses on the issue of inclusive education through the eyes of intact high school students. It aims to investigate the opinion of intact students on inclusive education and classmates with disabilities. The survey was conducted in a city-based high school with 121 students in four years. There were 107 participants (n=107), aged 15 to 20, in the survey. The data were collected by a questionnaire constructed by the author and contained 21 items (open, closed, gap-fill). The results reveal that the students of the school know the basic principles of inclusion at the theoretical level, as well as they have a positive attitude to the presence of the student with a disability in a regular class; however, they lack practical experience with actual inclusion. At the same time, only 24% of them could accurately name the disability of their classmate, while this fact was not of interest for 41% of students of the school. The findings declare insufficient readiness of high school students for implementation and realisation of inclusion in their school. Equally, it declares insufficient to no readiness of students not only for daily presence of their classmate with a particular disability in their classroom but also for their mutual interaction (they do not know how to communicate with the classmate with a disability, accept him into the group, solve the tasks together, spend time during the breaks together). The school's necessity is thus implementing and realising the transdidactic aspect of inclusive education, which clearly declares the need to implement inclusion in the school setting within formal and informal education.

Keywords:

Inclusive education, intact student, transdidactic aspect, disability, formal and informal education.