A case study conducted by Klára on the Czech educational system reveals that children are often separated in schools due to their social, racial, economic backgrounds, or health conditions. The research indicates that 3% of children in the Czech Republic attend specialized "special" schools, resulting in reduced interaction with other children, the stigma associated with such schooling, and additional barriers to their personal and professional growth. This situation particularly affects children from low-income households, marginalized neighborhoods, ethnic minorities, immigrant backgrounds, and those with physical or mental disabilities (for instance, 30% of Roma children receive diagnoses of mental disabilities). This deeply ingrained issue has been exacerbated by a limited comprehension of diversity and inclusion within educational practices. 
 

Czech public attention and pressure related to this matter appear to have been relatively low. This, along with a lack of clear data on the stage of segregation and children with special education needs (SEN), has provided little motivation for the government to implement legislative reforms, financial measures, and methodological assistance for schools. The lack of systematic methodological support and resources for teachers and principals in public schools, paired with inadequate human resources dedicated to children with SEN, has significantly contributed to the reality that inclusion is only being embraced by a small group of committed individuals within the public school system.  

Klára has played a key role in advancing inclusive education through a combination of policy design, institutional development, and practical implementation. Her work demonstrates how strategic advocacy and structured reform can translate values of inclusion into tangible policy outcomes. A central element of her approach was presenting government partners with a clear and actionable roadmap for education reform. Rather than limiting efforts to advocacy alone, she helped draft legislative proposals and consistently pushed for budget allocations to ensure that the reform could be effectively implemented. At the same time, she supported reform management both at the national level and directly in schools, helping bridge the gap between policy commitments and day-to-day educational practices.  
 

Her policy efforts culminated in amendments to the Education Law that significantly strengthened institutional support for children with special education needs (SEN). The legislation guarantees additional state-funded teacher assistants in classrooms where pupils are enrolled. Schools whose staff have limited experience with inclusive education can also access government-funded training through regional school counseling centers. To enable this transition, the state allocated more than €200 million from the national budget in 2018 alone. These reforms have empowered many school principals who already supported inclusion but previously lacked the necessary resources. For schools where funding was not the only challenge, professional training and methodological support provide additional capacity to adapt.  
 

The policy changes have already produced measurable results. By the end of 2019, more than 26,800 students with SEN were able to attend schools and achieve improved educational outcomes, while maintaining the overall quality of learning for all students in the classroom. Beyond legislation, she co-founded an academy that functions as a comprehensive training platform and has prepared more than 20,000 professionals. Together, these outcomes illustrate the substantial policy impact of Klára’s work in turning inclusive education from an aspiration into a functioning national system.