The research is focused on a comparison of the declared importance of fulfilling selected criteria of inclusive education between gifted students and students with special educational needs (SENs). Using the P-KAP II questionnaire, data were obtained from 541 secondary general schools (SGS) and secondary technical schools (STS). The findings showed that, in relation to students with SENs, schools declare a great interest in the issue of inclusive education, but in the context of gifted students a significant decrease in interest was revealed. The results show a low declared need for schools to deal conceptually with inclusive education, especially focused on gifted education. Schools prefer rather informal, inclusive pedagogical practices and cooperation with external counseling services. SGS schools declared a significantly higher importance of all criteria of inclusive education than do STS schools.