In the first chapter, I presented the groups of children with special needs in detail. I described their characteristics and guidelines for working with them. I have listed and described the principles of education of people with special needs. Then I presented the process of caring for children with special needs. I summarised the process from the Act on Comprehensive Early Intervention for Preschool Children with Special Needs (ZOPOPP-1, 2017). I also introduced the concepts of inclusion and integration and explained the difference between them. Then I presented the role of the preschool teacher in the inclusion of children with special needs in mainstream classes and inclusion strategies.
The inclusion of children with special needs into mainstream classes is a complex matter. The preschool teacher has the most important role to play. She must create a pleasant and stimulating environment, adapt all activities and working methods, liaise well with parents and other professionals, monitor the child, his progress and interaction with other children. In my practise in kindergarten, I have often noticed the despair of the preschool teachers.
In the empirical work I have found that all educators have experience with children with special needs. They are confronted with good and bad feelings and emotions. There are more and more children with special needs in regular classes. They have good and bad relationships with their parents. They often do not accept the fact that their child has special needs, which is why working with them is sometimes very difficult. They have good experiences with management, they are willing to help and support them.
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