Maximum Expectation from Pupils – One of the Characteristic Features of Inclusion

We perceive communication, cooperation, application of differentiation and individualization, maximum expectation from pupils and respect among participants of education as characteristic features of inclusive education. In this paper we carry out qualitative and quantitative analysis of data gained from six selected indicators relating to the maximum expectation from pupils in the Czech primary schools, which we perceive as a necessary condition for inclusion. As a research tool we used the Czech version of the questioner Framework for self-evaluation of conditions of education 2007 from which we have selected criteria specifying the characteristics of cooperation and analysed them.