The project is focused on a problem of the using of the framework education programme for elementary education - the supplement for education pupils with mental retardation in practice. A part of the project presents the research, which will be realize by interviews to directors of special schools and coordinators of school educational programmes. Further more questionnaire to teachers of educational fields. The research will be realize in 2 special schools in Brno. The aim is to find out basic information about schools and their school education programmes.

Results

• The extension of scientific knowledges research worker in the area of the education of pupils with mild mental retardation. • The preparing and realization of research, which is prepare under research Special Educational Needs in the context of the Framework Educational Programme. • The benefit of scientific knowledges for teaching Special Education. • The results of research: • A number of respondents: 16, (87,50 % women, 12,50 % men). • Respondents were teachers of pupils with mild mental retardation at schools for pupils with mild mental retardation. Teachers of first nad second level of primary school. • The most respondents is at the age of 36-55 and have university education, Special Education. • The change of education pupils with mild mental retardation, The School Education Programme, The Framework Educational Programme – the most teachers disagree. • The most teachers cooperates with teachers of the same education areas (93,75 %) and different education areas (80 %) too. The way of these cooperation is discussion and networking of themes in subjects. • Most frequent supporting arrangements in education of pupils with mild mental retardation are: special methods, process, forms and resources and special textbooks. • The most respondents uses services of Advisory centres and assistant of teacher in education. • The most frequent therapy in education are: musical therapy, theatre therapy and kinetic therapy. • The most frequent traditional alternative methods are: Dalton plan. Almost half of respondents do not use traditional alternative methods. • The most frequent modern educational methods are: project education and theatre education. • The most frequent didactic methods are: visual methods and verbal methods.