Abstract
The paper presents the establishment, implementation, and evaluation of qualitative research on inclusive education at five public primary and secondary schools. The survey was focused on monitoring the educational processes of the school and their reflection by the pedagogical staff of the school, for which a semi-structured interview was developed as the main research method.
The theoretical basis justifies the concept of inclusive education and the issues related to its implementation enhancing them by the philosophical view of the phenomena of sameness and otherness. The research verified the functionality of the research tool in monitoring the educational processes of the school, which can contribute to the longer-term monitoring of educational processes at school, to understanding their conditions in order to respond to the needs of the school.
This may further support the school in its self-development in terms of inclusive learning. The research furthermore verified that inductively-deductive procedures of stationary theories in data processing can compare the strategies of individual schools and find out what is really important and significantly decisive for the inclusive education, as understood in the context of this contribution.