The integration of disabled pupils in primary education at primary schools in the districts České Budějovice and Prachatice

Thesis topic deals with the integration of disabled pupils in primary education at primary schools in the districts of České Budějovice and Prachatice. The theoretical part of the thesis deals with fundamental concepts of the integration, legislation and the factors and resources which affect success of the integration process. The main aim of the practical part of the thesis was to find out if the primary schools from the research sample are ready to integrate students with disabilities. The objective was to determine what are the attitudes of teachers towards the integration. I set three research questions to meet the main aim. The first research question is concerned with how the schools are ready to integrate students with disabilities, or whether the schools removed architectural barriers and were built for wheelchair access. The second research question is concerned with the experience of primary schools with the integration of students with disabilities. The third research question examines the opinions of teachers on inclusion. The qualitative research strategy was used in this thesis. 22 elementary schools were addressed and 8 schools were willing to participate in the research. The research was conducted through structured interviews with school headmasters or their representatives, classroom teachers and educational consultants. It depended on who I was asked to interview in a particular school. In schools where pupils with disabilities are not integrated the awareness of teachers about the integration process was investigated. At schools where they currently integrate students with disabilities their experiences were examined. The research showed that 7 schools out of 8 have some experience with integration of disabled pupils. 3 schools integrate the students with disabilities, and 2 out of these 3 do that at elementary school level. None of the schools, which currently do not educate any disabled student is not ready to integrate pupils with this type of disability. The architectural barriers are not removed. When it comes to the awareness of the process of integration of students with disabilities, the research showed that the awareness of teachers of this issue is not sufficient. Schools which already have experience with the integration of students with disabilities at the first stage (elementary school), evaluate financing integration as insufficient. Both schools use the possibility of cooperation with special educational centres and educational conditions for these pupils had been adjusted. Both schools use some supportive measures. Pupils are taught according to their individual education plans. The schools provided the teaching assistant and bought educational and assistive devices for them. In one of these two schools there are 3 children with physical disabilities educated in the first instance. The teachers do not reject the idea of inclusion. Some, however, are aware of the limits of the integration process and therefore they find the concept of the current educational system satisfactory. In the Czech Republic the school integration is supported by legislation. Efforts to include students with special educational needs into mainstream education have been appearing for more than ten years. Despite this, in daily life the schools still struggle with a lack of financial support and other practical difficulties