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7. INCLUSION OF A CHILD WITH PHYSICAL DISABILITY Education of handicapped and healthy children in the same classroom gives more tasks to teachers. The statistic shows, that about 0, 3% of born children every year have a permanent physical handicap (This amount reaches 0, 4% if we included traumatic injuries, degenerative disorders etc. (Vítková, 19996, p. 16). The assumption of the successful integration is good knowledge of all teachers to be able to recognize mild disorders and prevent their transformation into the more severe handicaps .To start the successful cooperation among specialists and teachers is necessary to provide to teachers at main stream schools the elementary support in the special pedagogy and together ensure the special support for physically disabled pupils by using the optimal individual educational plan The realisation of the integrative education is good if we asses the psychic, social and cognitive development of the handicapped pupils. The architecture solution s the school environment helps to reach the positive results Another relevant factor is the level of special needs and support needed by handicapped pupils. The integration is relatively non problematic, if the children do not need any additional support. In other cases is necessary to include the personal assistants into the educational process. This special support has not got the legislative support in the Czech Republic yet. The decision whether the child goes to the special school or not is often influenced by the attitude of people, deciding about child’s education. Prejudices and fear are the negative aspects. The positive attitudes support the integrative education. The physical handicap is not the reason to provide the special educational support. The special needs are applied in such disorders if is not possible to manage the normative and special developmental tasks conditional by the damage in ecological system in the context of the common socialisation conditions without support. It is clear in the cases if the particular somatic disorder does not allow the development of the activities. Person with the visible handicap are more often in touch with the negative social reactions and these negatively influence the interpersonal interaction and socialisation understands the visible handicap social dimension. Visible handicap incites the negative social reactions, compassion, and aggression. Added is the process of stigmatisation, interactive disorders. It does not meat that teachers should not be informed about the clinical results. The physical handicap can be the cause of the influenced development, learning and social interaction. These aspects influence the development of personality in the negative way. The educational work with children also includes the medical knowledge, information about the possible therapy etc. The responsible school work with physically handicapped children includes the subjective reality in the school environment. The physical handicap must be solved from the educational and psychological perspectives as the multidimensional developmental problems. The professional, diferencional, and supporting diagnostic allows to know the individual educational needs and support of the physically disabled child/pupil. Material and technical conditions The physically handicapped pupils can be educated at all types of our school system. The successful education of all pupils requires adequate architectural, organisational, personal and material equipment. The necessary architectural assumptions for education of physically disabled pupils in the mainstream schools are ensured by the law from the year 1985 which says that every public building needn’t have barriers. This includes the building of lifts, installation of the special ramps etc. Other condition of the integrative education is the lower number of pupils in the classrooms, special equipment for handicapped pupil, specific instruments, flexible and organisational forms of education, conditions for individual care, therapy and other supporting methods. The supporting flexibility of the organisational form of learning provides the new chances to integration and all participants of this process. The traditional 45 minutes lesson gradually transfers to open educational forms – projective education, which allows using of the individual methods and approach. These open forms also help the internal differentiation. This support is effective and handicapped pupils are not restricted by the demands of their teacher.
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