The Changing Paradigm of Education in the Czech Republic: Inclusion Phenomenon and Its Conception of Primary School Pupils
Abstrakt
Within the Czech research context, there has been no research study to explicitely investigate a child's conception of inclusive education phnenomenon. Clearly, incorrect notions, prejudices, lack of information and negative attitudes (referred to as misconceptions) of pupils towards their disabled peers may hinder integration, or inclusion.
We present findings of a qualitative study as part of this paper in relation to children's conceptions of inclusive education. This takes into account an analysis of notions, knowledge and attitudes of primary school pupils towards their disabled peers.
The research sample included pupils without disability from three primary schools from a town in Central Bohemia. They were aged 10 - 15 years.
A method of phenomenographic interview, the approach to capture the complexity of pupils' understanding and notions of inclusive education, was used. Inclusive education is unacceptable for most pupils who participated in the research (regardless of their age or gender).
Even though the older pupils are aware of the problems faced by their peers with disability, they find it inconceivable to include disabled pupils into the mainstream classroom.