Abstract
Considering the development of inclusive education, the issue of working with pupils with special educational needs is becoming increasingly important also for teachers of social sciences. Issues of developing the civil and social competences of pupils and grammars in these areas are an illustrative example where both family and school socialization work in parallel.
The article represents a qualitative content analysis of twenty students' case studies, which were created by elementary school teachers during one school year. Teachers most often described their work with students with specifi c learning disabilities and behavior disorders, but quite often were in texts described also students with socially disadvantaged backgrounds.
In the interpretation, the case studies were divided into three basic parts: 1. the context, including the barriers and difficulties in pupil education, the family environment; 2. the characteristics of the pupil's social involvement in the classroom, a description of the pupil's behavior, his/her lever of knowledge and problems in teaching-learning in subjects focused on the area of civil competences and social sciences; 3. the solutions, summarizing existing support measures as well as suggestions for other, yet unrealized, intervention possibilities. The results of the study emphasize the potential for further development in the use of both offi cial support measures as well as alternative forms of support for pupils and the possibilities of working with the pupil's family.