Inclusive education for people with intellectual disabilities: a look at current approaches and challenges

• Lukáš Stárek Czech University of Life Sciences Prague. Czech Republic. https://orcid.org/0000-0002-6068-215X

DOI: https://doi.org/10.5281/zenodo.17642297

Keywords: inclusive education, intellectual disability, pedagogical strategies, special education, legislation

Abstract

This article focuses on a comparative analysis of inclusive education for people with intellectual disabilities in different educational systems. The aim of the study is to identify the main approaches to inclusion, evaluate their effectiveness and compare the key factors influencing the implementation of inclusive strategies. The study uses a qualitative approach based on the synthesis of existing expert sources. A comparative content analysis of the four selected studies was conducted, complemented by a broader literature search, which enabled the identification of common and distinct features of inclusive approaches. The analysis was conducted based on thematic coding of key categories such as legislative frameworks, pedagogical strategies and support for pupils with learning disabilities. The results show that inclusive education for people with intellectual disabilities is influenced not only by legislative regulations, but also by the availability of special educational support, the approach of teachers and the degree of cooperation between schools and families. Effective models of inclusion emphasise individualised support, systematic teacher training and interdisciplinary cooperation. Given the rapid development of pedagogical methods and technological tools, it can be assumed that inclusive education will continue to change and require constant adaptation and innovation. The study contributes to a deeper understanding of the factors influencing inclusive education and offers recommendations for pedagogical practice, including the introduction of more flexible forms of support and improved teacher training. The findings can serve as a basis for future research on the effectiveness of inclusive strategies in different educational contexts.

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