Inclusive education and related aspects are currently the priorities of the educational policy in the Czech Republic. Should inclusion be successful, it needs to be supported not only by public administration authorities and legislation, but also by schools, families, school authorities and counselling services. The present research study analyses the opinions of teachers, who are significant actors in the area of inclusive education. The results of the research reflect not only the teachers' opinions about the issue, but at the same time reveal some issues that need to be addressed by educators of future as well as current teachers, should inclusion be successful.

The current curriculum for elementary education in the Czech Republic allows inclusion of pupils with special educational needs in mainstream schools. In spite of the fact that today the right of all persons to education is generally accepted, the inclusive form of education frequently raises various doubts in both the lay and professional community. Various concerns stem from inaccurate ideas of this form of education and insufficient information, particularly in relation to successful delivery of inclusion. In some countries, such as in Great Britain or Finland, the experience with the inclusive form of education is much longer and is mostly positive, in our country however, the concept of inclusion is gaining ground relatively slowly. The quality of educating both the healthy population and pupils with special educational needs is influenced by a number of factors. One of the most significant roles in the educational process is taken by the educator. The educator’s role is irreplaceable and is decisive for the degree of success of the development of a child personality. All changes in the educational approaches are related not only to a well thought-out theoretical background but particularly to comprehensive readiness of the principal educational actors, i.e. the teachers. To accomplish this task however, the highest possible amount of information is required. To acquire this information was one of the aims of a research study carried out in the previous year 2014.     Keywords: Czech Republic; inclusive form; education

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Článek informuje o výsledcích pedagogicko-psychologického projektu zaměřeného na zjišťování efektivity arteterapeutických (arte-, drama-, muziko-) technik u rodičů s dětmi s těžkým zdravotním postižením. Klíčová slova Pedagogicko-psychologický experiment, arteterapie, artefi letika.

Background. The individually experienced fulfilment of one's own life is utterly unique. It is a very important experience with regard to the quality of life of each individual and their mental health and work performance. This topic has attracted increased research interest in the Czech Republic in recent decades, especially in the discourses of psychology and pedagogy. Methods. The research study documented in this contribution deals with the experience of life fulfilment and existential grounding in a group of university students who were future teachers (n = 346, of whom 294 were women) aged 19–27 years. Two questionnaires were used to collect the data, specifically the Logo-test and the NEO five-factor personality inventory. The data that was obtained was analysed in the context of selected personality traits (extraversion, friendliness, conscientiousness, neuroticism, openness to experience); other factors that were observed were differences between the sexes, age, year of study, and form of study. The complementary qualitative processing of the data that was obtained also included free subjective statements about the life stories of 282 of the respondents. Results. The determined level of lived meaningfulness of life was correlated with selected personality variables of the respondents by means of statistical processing. The results of the research show a significant positive link between the degree of lived meaningfulness and the representation of the personality traits of extraversion, friendliness, openness to experience, and conscientiousness. A negative relationship was found between the personality variable of neuroticism and the degree of meaningfulness that was experienced. Conclusions. The results of the survey can be considered very favourable; they convincingly demonstrate a sufficiently meaningful and existentially rooted life for the majority of the respondents from the ranks of future teachers (95.6% of the respondents). A level of experienced meaningfulness which is questionable and thus endangers the further development of the individualʼs personality or the respondent lacks it altogether was only found in a negligible part of the sample (4.4%). In connection with the future profession of the group of people who were observed, in which they will wield a significant influence on the personality of their pupils and students, it can be concluded that our results are pleasing.