EduPort, 2026 (vol. 10), issue 1
Reviewed Papers
DELIVERING DIRECT SUPPORT IN INCLUSIVE EDUCATION: SCHOOL SPECIAL EDUCATORS' PRACTICE PATTERNS IN CZECH MAINSTREAM SCHOOLS
Zbyněk Němec1, Iva Strnadová2, Lea Květoňová1 and Vanda Hájková1
EduPort, 10(1) 
While school special educators have been legislatively established in the Czech Republic for many years, no research has systematically examined their practice patterns. This mixed-methods study surveyed 439 school special educators, combining structured questions with open-ended responses analysed using descriptive and inductive thematic analysis. School special educators predominantly work with students with specific learning disabilities (96.4%), speech and language impairments (60.1%), and behaviours that challenge others (49.2%). Three-quarters regularly support students from non-Czech language backgrounds and those experiencing social disadvantage,...
PERCEPTION OF THE WORK OF TEACHING ASSISTANT IN INCLUSIVE PHYSICAL AND SPORTS EDUCATION IN PRIMARY SCHOOLS
Bianca Nagyová, Dagmar Nemček
EduPort, 10(1)
Inclusive physical and sports education is an integral part of the educational process in mainstream primary schools. Their aim is to create conditions for the active participation of all pupils without distinction, respecting their individual needs, abilities, and disabilities. In the context of the dynamic development of inclusive education in Slovakia, teaching assistants play a significant role, representing an important element of teamwork among all stakeholders in the educational process. Their presence can significantly support the participation of pupils with disabilities in physical and sports education. The aim of the research was to...
FROM INSPIRATION TO ANCHORING: A LONG-TERM TEACHER SUPPORT IN THE IMPLEMENTATION OF CLIMATE EDUCATION IN SCHOOLS
Roman Kroufek, Michaela Petříčková
EduPort, 10(1)
Climate change education (CCE) is increasingly recognised as an essential part of contemporary schooling, yet its systematic implementation in Czech schools remains uneven. Teachers and schools routinely encounter implementation barriers such as limited time and workload pressures, curriculum and assessment constraints, uncertainty regarding both content and pedagogy, and variable institutional support. In response, long-term teacher-support programmes that combine professional learning, peer exchange and mentoring are often promoted as a promising pathway. However, there is still a need for process-oriented evidence explaining how programme support...