Abstract
The paper presents the process and results of action research of a beginning teacher in the practice in inclusive education. The author of the article as a researcher and a beginning teacher in one role dealt with the issue of inclusive education.
The inclusive educaiton was changed the view of teaching completely. She began to ask questions about useing of teaching methods, organizational forms of teaching and activities in inclusive education.
The aim of the research was to find suitable teaching methods, organizational forms of teaching and activities that effectively use the student's potential and respond to their individual needs according to the philosophy of inclusive education. The author's class was involved as co-implementers of the whole research.
These pupils gave the opportunity to make decisions, expressed their opinions and gave direction to the whole research. Action research was carried out through the Kemmis and McTaggart model, consisting of cyclically recurring phases of action, evaluation and reflection (2014).
For the individual phases, the method of direct observation and semi-structured interview in the focus group was also used. The results show how important the possibility of choice, differentiation of tasks and active involvement in the planning and implementation of lessons is for pupils in inclusive education.