In my master's thesis, I involved caregivers, educators, counselors, and parents of children with special needs to obtain the broadest possible range of information about the inclusion of children with special needs in regular preschool programs. Data was collected through interviews while the children's parents completed a questionnaire. The data collected was analyzed qualitatively, including coding, and a final research theory was developed based on this analysis. The results indicate that children with special needs are well integrated into regular groups and are making progress, but that professionals still see many opportunities to improve the inclusion process. Due to the diversity of the children, it is crucial that the preschool program and environment are adapted to the needs of each individual child, as each child has their own specific needs. The inclusion of children with special needs in regular preschool programs reflects an effort to ensure equal opportunities for all children, regardless of their individual characteristics. The pre-school years are crucial to a child's holistic development, which is why it is important that children with special needs also receive appropriate support and adjustments. Children with special needs represent a diverse group that includes children with various physical, cognitive, emotional and behavioral challenges as well as gifted children. The process of working with children with special needs is based on the principles of integration and inclusion, which differ in the degree of adaptation and inclusion in the environment. Integration focuses on adapting children to their environment, while inclusion focuses on adapting the environment to the needs of each child to enable active and equal participation for all. The success of inclusion in preschool programs depends largely on the professional educators who play a central role in creating a stimulating and safe learning environment. Their expertise, their attitude towards children with special needs and their qualifications to work with them are crucial for quality education and care. Special attention is also paid to the collaboration between educators and the parents of children with special needs, as parents are indispensable partners in the educational process. This collaboration is based on mutual respect, the exchange of information and joint problem-solving to ensure the optimal development of the child.
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