This master’s thesis examines the role of a counselor in holistic early intervention for children with special needs. The focus is on understanding the counselor's role in this process and how they assist children and their families. The theoretical part begins with an overview of the general roles that kindergartens and counselors play in supporting child development within kindergarten settings. Subsequent chapters delve into the concept of holistic early intervention, exploring its significance in detail. Specific attention is given to children with special needs and their inclusion in regular kindergarten programs. The study also addresses inclusion as one of the core tasks of holistic early intervention and kindergartens in general. Additionally, the thesis examines how a social worker can provide psychosocial support and assistance, contribute to the work of counseling services in holistic early intervention, and apply relevant social work concepts in this context. The research component includes a semi-structured interview with a social worker employed in a counseling service to understand their role in holistic early intervention, the challenges they face, and the strategies they use to address them. Furthermore, a survey was conducted with parents and professional kindergarten staff (teachers and assistant teachers) to assess their satisfaction with the counselor's involvement and work. The findings reveal that most parents and professional staff are satisfied with the counselor's methods and consider their presence in holistic early intervention highly significant. For successful implementation, the counselor employs professional relationship-building concepts and collaborates with parents, teachers, children, and external experts. Despite encountering various challenges in their work, counselors address them effectively through their expertise and skills.
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