Inclusive form of education, special educational needs, individual integration

In this paper the authors introduce about problematical areas that could have significantly affect to the quality of the process of inclusion in routine practice at primary school. Respondents were teachers and parents of elementary school children and as major actors of the educational process. The purpose of the research was to discover and describe current condition of inclusive education from the viewpoints of the major actors of the educational process, i.e. teachers and parents of elementary school pupils of the Olomouc region in the Czech Republic. The analysis shows the positive attitude of parents and teachers to implement inclusive education. Worrisome is the current level of teacher´s readiness to manage this process. It shows the need to promote inclusive education not only by the undergraduate training of teachers, but also in further education is necessary to focus on the systematic development of teacher´s competence for inclusive education.