Three Czech schools demonstrated varied approaches to inclusive education, all aiming to improve support and development for students with special educational needs. The key differences lay in the strategies employed, ranging from close teacher involvement and daily staff meetings to individualized learning plans and emphasis on shared activities. While all strategies aimed for effective counseling and functional support services, further research with larger samples and longitudinal data is needed to assess long-term impacts.

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This study provides valuable insights into different approaches to implementing inclusive education. However, methodological limitations such as a small sample size, self-reported data, and superficial comparative analysis prevent a higher rating. The absence of long-term evaluation also makes it harder to judge lasting effects.