INCLUSIVE EDUCATIONAL REALITY OFFERING THE PLACE FOR THE ACCEPTANCE OF DIVERSITY OF CLASSROOMS THROUGH THE PRISM OF PEDAGOGICAL PRACTICE
[INKLUZIVNA EDUKACNA REALITA PONUKAJUCA PRIESTOR PRE AKCEPTACIU DIVERZITY SKOLSKEJ TRIEDY CEZ PRIZMU PEDAGOGICKEJ PRAXE]
The ideal of inclusive education in past decades has become the main idea of the education system all over the world. And it is precisely because the inclusive education allows the development of all students, including students with the physical, psychological and social barriers in their own development. The aim of the author is in the present study bring the scientific information about inclusive educational reality. Information come from research from the field of teaching practice in the Slovak Republic. The inspiration was the existing heterogeneity of students, which is becoming in various forms an essential feature of inclusive schools. The author of the scientific work deals with questions of the relationship between respecting the principles of inclusion in the educational process and quality level of inclusion in a class where there are pupils with special educational needs. The study gives view of the determinants of respect for the principles of inclusion in educational practice and reciprocal linkage between the application of the principles of inclusion and satisfaction of pupils with special educational needs with life in the classroom. The same extent we wonder if the age of teacher determines the area of respect for the principles of inclusion in educational practice, but also a relationship between the length of teaching experience / individual years of ordinary schools / number of pupils per class / significant differences between boys and girls and the quality of compliance with conditions / principles / requests inclusion in the educational process.
inclusion, education, conditions, needs of pupils, teaching recommendations, teaching practice