The aim of this study is to analyse the implementation of inclusion policy in primary education in the Czech Republic using the arena of discursive construction by the main actors and also the impact on the acceptance of inclusion. For this purpose, we use a qualitative research strategy based on situational analysis methods -- the so-called maps of discursive arenas. The study describes two arenas of inclusive education between 2005 and 2020. The turning point came in 2015, when inclusion legislation was accepted. The study results suggest that both arenas are linked by two main opposing discourses. The Special Education Discourse argues that it is more effective when children of a similar level of abilities are educated together; the Inclusive Education Discourse strives to reduce segregation and isolation of pupils with various kinds of disadvantages. Both discourses tend to polarise the inclusion debate. One of the main reasons for this polarisation is that the state is failing to create a functional platform for communication which could help overcome the conflict.