Abstract
After more than six years since the pro-inclusive amendment to the Education Act came into effect, the paper deals with the concept of so-called inclusive education in the Czech Republic. First, it deals with the conceptual confusion when, during the preparation of the amendment, the human rights definition of pro-inclusive education as the right of all pupils to common education inspired by the rhetoric of international institutions was asserted.
In the pilot preparation phase, the special education concept of inclusion prevailed with an emphasis on supporting pupils with (especially health) disadvantages in regular schools. Inclusion was thus perceived by ordinary schools teachers as a "foreign" idea, which is a matter of special educational care.
However, the pedagogical concept approaches inclusion as a change in the culture of school education for all pupils. This is evidenced by several examples (teaching assistant, co-teaching and teaching as collaborative or team profession).
These new elements should not be tied to the presence of pupils with special educational needs, but should be used for the benefit of all, including gifted pupils.