In my master's thesis, I discuss the inclusion of children with special needs who have a referral decision to arrend regular elementary school, and the role of school social workers in this process. I focus on how social workers contribute to improved social inclusion of these pupils by working with pupils, peers, teachers, parents, and external institutions. In the theoretical part, I presented the education and training of children with special needs, the identification and referral of students, forms of assistance such as individualized programmes, additional professional support, classroom adjustments, and progress monitoring. I then described the conditions for successful inclusion, the role of the school counselling service, and the challenges students face, such as stigmatisation, exclusion, behavioural and learning barriers, and accommodations that can both increase opportunities for inclusion in the classroom and hinder it, increasing feelings of otherness. In the empirical section, I examined social workers' collaboration with students who have referral decision through a partially standardised interview. The results showed that social workers build cooperation with students on trust and a secure relationship, adapt methods to individual needs, encourage cooperation among students, and strengthen social skills, self-image, and a sense of belonging. It was found that social workers act as a bridge between the school, family, teachers, peers, and external institutions, enabling comprehensive support for the student. In addition, their work helps to create an inclusive and supportive classroom climate and to reduce stereotypes and prejudices. The results confirm that the successful inclusion of children with special needs is not possible without the ongoing support, trust, adaptation, and cooperation of all those involved.
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