Abstract
The chapter proceeds to an analysis of the implementation of the inclusive education in Czech Republic making the distinction between educational rhetoric, legislation, and pedagogical practices providing three different images of inclusion. It presents Inclusion as a matter for specialists and an "alien" (foreign) idea not accepted by teachers in ordinary schools, the practice of Inclusion being considered as a burden.
The chapter shows ithat nclusion as Individually targeted measures to meet "needs" do not secure inclusive education. Inclusive education impacts the main features of school culture that are disrupting inclusive education.
These are changing slowly since decades under the pressure of ongoing democratisation od education. That is why inclusive education should be considered as part of the process of social inclusive culture.