Abstract
In L1 didactics and inclusive teaching practice, teaching L1 for pupils with special needs is a very current topic. The paper analyses the critical points of L1 teaching to certain groups of pupils with special needs, and introduces possible solutions to the analysed problems.
On the background of this analysis, the paper demonstrates the necessary outcomes for changing the paradigm of teaching Czech - from the formal-grammatical model to the communicative one. The communicatively oriented teaching and learning environment represents a fundament for functional inclusive L1 education; this statement is argued on concrete practical examples verified in teaching practice.