Teachers' standpoints towards inclusion of children with special educational needs in first three years of elementary school in Slovenia and Czechia

The education system has been changing radically in recent years, as a progressive democratic society requires the implementation of modern principles, and in particular the realization of fundamental children and human rights, among which the right to education is one of the most important. In special educational practice we emphasize inclusive education and education as a child's right, which enables him to develop as optimal as possible in the social and educational sphere. In the master thesis is at first defined the inclusion and how it differs from the integration. We have described children with special educational needs (SEN) and how their education is taking place. We have investigated the implementation of inclusion in Slovenia and abroad, where we have presented some domestic and foreign research. We have focused on the course of education in Slovenia and Czechia, as well as on inclusive education in both countries, and we compared the two systems briefly. We have described attitudes and their function, creation and changing. With this research we wanted to find out teachers' attitudes towards inclusion and their qualification for the implementation of inclusion in Slovenia and Czechia. We also wanted to find out with which group of children with SEN do they face most often. On the basis of the results, it was found out that the attitudes of slovenian teachers towards inclusion of children with SEN were more positive than attitudes of czech teachers, but the teachers of both countries agreed that the work with this population was quite demanding. In Slovenia as well as in Czechia teachers most often encounter children with learning disabilities