Abstract
The research report is part of the APIV A project, which deals with the implementation of inclusive education into basic education. Qualitative research carried out in 2021 at 6 elementary schools explores through semi-structured interviews what experience teachers have with the planning, implementation and evaluation of teaching in inclusive education.
The results show that teachers are concerned with how to differentiate teaching by employing a range of methods and organizational forms and how to manage different groups. The research justifies the teachers’ need to deepen knowledge about the child, as well as to take care of the personal and social development of pupils and the climate.
It also shows that teachers need to develop their skills in communicating with pupils and parents about differences in support and evaluation, and to collaborate with other professionals within and outside the school. The report confirms that the dynamics of the composition of pupil groups requires lifelong professional learning of teachers and school teams.
It summarizes the updated requirements for professional competences in inclusive education.