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TEACHING ELEMENTARY READING AND WRITING PRACTICE IN INCLUSIVE SCHOOL
Abstract
The article deals with a topic of education of pupils with special educational needs at primary schools of the main educational stream. A qualitative research, which we carried out, should contribute to a deeper description of a current conception of elementary reading and writing instruction which are two of the main subjects of primary education. The research was realized at chosen schools by a method of focus group. The aim of this research was to interpret the current situation in reading and writing instruction as it is inductively understood and experienced by primary school teachers. The findings were used to reveal whether in teaching practice the concept of inclusive didactics exists.
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