Terms of Inclusive Education in Primary Schools – National and School Curriculum

In this paper, we bring a summary of the results of qualitative and quantitative analysis of data that are obtained both from the current educational legislation and from curricula samples of Czech primary schools. We focused on the chapters in which these schools declare their options in terms of the teaching of pupils with special educational needs. The result of the comparison is not only to describe the current situation, but also a proposal to optimize the structure and content of these chapters.