In the theoretical part of the master thesis, the importance of the teacher's role in the implementation of inclusive education in practice, is exposed. Moreover, the teacher's role at the 5-tier model in helping students with difficulties is presented. The most attention is devoted to the vital role he plays in dealing with students with dyscalculia. Dyscalculia is a learning disorder, which affects the acquisition of mathematical knowledge and skills. Dyscalculia also affects the individual’s lifelong success both on the field of mathematics and other areas of his everyday life. In the theoretical part we present, how the teacher, who spends the most time with the students, can identify students with dyscalculia. Moreover, we highlight, which are effective adjustments and forms of assistance, which in addition to good teaching practices the teacher should use, in order to enable students with dyscalculia to achieve learning aims. Since, the teacher also requires the support and assistance in their work, the importance of his collaboration with other experts in and outside of school, is exposed. In the empirical part, using the questionnaire among fifty-two primary teachers, we have investigated, how they perceive their role in dealing with pupils with dyscalculia, in what ways they recognize them, what adaptations and support they enable them to, and with whom and how affective they collaborate in dealing with students with dyscalculia. We also wanted to ascertain, whether there are differences in teachers' answers depending on the number of their years of service and according to the fact, whether they had already taught students, showing characteristics of dyscalculia, or not.
The results of empirical studies have shown, that most class teachers, included in the study, state, that their task in dealing with students with dyscalculia is to identify students’ difficulties and adapting learning process to individual needs of each student. The teachers also answered, that they recognize students with dyscalculia in many different ways and that they normally don’t encounter any problems while recognizing. At the same time they state, that they offer various forms of assistance to students with dyscalculia. Teachers feel that they are often alone in dealing with students with dyscalculia, and that the support and assistance, they receive from the school team, is not sufficient. To be able to deal with students with dyscalculia even more effectively, primary teachers estimate, that they would need some additional knowledge in this field, which they could gain through the additional professional training.
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