Inclusive education, high school teachers, opinions, mixed research, special educational needs.

The paper deals with the opinions of high school teachers on inclusive education in the Czech educational context. The topic of inclusion has long been the subject of professional and public debate, but research focusing specifically on high school teachers is still rather rare. The aim of the study is to explore how teachers perceive students with special educational needs, what factors influence their opinions, and how these opinions differ depending on the length of teaching experience, completed training, and the perceived level of support. The research focuses on teachers working in the Moravian-Silesian Region.The study uses a mixed-methods design. The qualitative part is based on semi-structured interviews with teachers from various types of high schools. The data were analyzed using open and axial coding, which made it possible to identify key themes such as personal experience with inclusion, professional uncertainty, systemic support, and internal motivation. The quantitative part of the research, conducted in the form of a questionnaire survey, is currently in the data collection and partial analysis phase.Preliminary findings suggest that a more positive opinion on inclusive education is more common among teachers with less experience, a higher level of perceived support, and prior training in inclusion. The study provides input for systemic changes in teacher support, continuing education, and the development of an inclusive environment in high schools.

The paper deals with the opinions of high school teachers on inclusive education in the Czech educational context. The topic of inclusion has long been the subject of professional and public debate, but research focusing specifically on high school teachers is still rather rare. The aim of the study is to explore how teachers perceive students with special educational needs, what factors influence their opinions, and how these opinions differ depending on the length of teaching experience, completed training, and the perceived level of support. The research focuses on teachers working in the Moravian-Silesian Region.The study uses a mixed-methods design. The qualitative part is based on semi-structured interviews with teachers from various types of high schools. The data were analyzed using open and axial coding, which made it possible to identify key themes such as personal experience with inclusion, professional uncertainty, systemic support, and internal motivation. The quantitative part of the research, conducted in the form of a questionnaire survey, is currently in the data collection and partial analysis phase.Preliminary findings suggest that a more positive opinion on inclusive education is more common among teachers with less experience, a higher level of perceived support, and prior training in inclusion. The study provides input for systemic changes in teacher support, continuing education, and the development of an inclusive environment in high schools.