Abstract:

The present paper analyses socially disadvantaged pupils in the context of their inclusion. The issue of socially disadvantaged pupils in the Czech Republic is currently a high priority and ways are being sought to effectively and permanently include these pupils in regular school groups. These pupils need to be subjected to educational diagnostics among their classmates because the differences in the socio-economic background of their families have increased, especially after the global situation caused by the SARS-CoV-2 pandemic.

The aim of the research was to diagnose these pupils and particularly identify the areas in which they showed the greatest deficits. Another aim of the research was to focus on the teachers of these pupils and to identify which teaching methods were most effective in the re-education of these pupils.

The study used qualitative research methods including the interview and medical history. The interviews involved both experienced teachers who addressed this issue in their classes and primary school pupils. The interviews with teachers focused on the methods that worked well in their practice or methods that they were aware of. As far as socially vulnerable pupils are concerned, the study focused on their perception of the new group of classmates in which they were included and their relationships with teachers and peers.

Keywords:

Social disadvantage, pupil, inclusion, interview, medical history, school, educational diagnostics, educational research, Czech Republic.