Abstract
In 2016 the new school act has been issued concerning the school inclusion of children with special educational needs. Instead of labeling students with a medical diagnosis, the act brought a new perspective on the level of support needed to educate the student.
With the growing number of students with disabilities and special needs in Czech mainstream schools, it is more urgent to draw a picture of a successful inclusive school in the Czech Republic. In order to find the most inclusive schools, I tested two instruments for measuring the level of school inclusion.
The article discusses the results as well as the limits of these tools.