Abstract
In the last 25 years the Czech education system has undergone a distinct transformation, there have been paradigmatic disagreements, conceptual and structural changes, and also new educational goals were adopted. The fundamental outcome of this transformation is the idea of inclusion which has been developed under our current conditions in education more on a theoretical rather than a practical level.
An obstacle to inclusion application may be the negative attitudes of 'intact' pupils, their misconceptions or inadequate understanding which may significantly inhibit the inclusion process, particularly for pupils with an intellectual disability. From a theoretical perspective, the paper outlines the basis of psychosocial barriers on the grounds of interpersonal relationships within school education, the consequences of those barriers, and potential tools to improve pupils' perceptions of their peers with disability.