Intervention focused on the ability to adapt in pupils with severe special needs ability is an important part of their education. That is, however, not reflected in the Czech curriculum for special primary school – the most basic guideline for educating pupils with special needs in the Czech Republic. The goal of this study is to uncover what adaptation-related issues special needs pupils face and what solutions Czech teachers choose to address them. We obtained data from seven qualitative interviews with teachers who teach pupils with high levels of special needs, and autistic spectrum disorders, and who follow Czech curriculum for special primary schools. Inductive content analysis was used for further data sorting. The data was divided into three categories – description of adaptation-related issues, intervention focused on adaptation, and teacher-parent cooperation. We discovered that adaptation issues in educating pupils with high-level of special needs occur as they enter the school system, as they adapt to new people, schedules, school environments, and group activities, and as they face various perceptual inputs. Based on this analysis we provide examples of how to word educational objectives in each of these areas in the curricular documentation and specific suggestions on how these objectives can be integrated into the Czech curriculum for special primary schools.

Faculty of Education Institute of Special Education Studies Palacky University Olomouc Žižkovo nám 5 771 40 Olomouc Czech Republic

University of Presov Ul 17 novembra n 15 080 20 Prešov Slovakia

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