Introduction: The concept of inclusion refers to the integration of children into regular kindergarten classes, regardless of their obstacles. Despite the increasing number of children with special needs each year, there is little information on this topic. It is important for a child with special needs to be included in kindergarten, as educators and other children in the kindergarten have a significant impact on the child's development. To enable the child to develop to the fullest extent, collaboration with other professionals is crucial. In the early intervention of children with special needs, occupational therapy is also important. It enables the child to perform activities as independently as possible and, through adaptations, allows them to participate in activities. Purpose: The purpose of this thesis was to explore the experiences of kindergarten teachers with the inclusion of children with special needs in regular kindergarten classes, the challenges they face, and their knowledge of inclusion. Methods: A qualitative research method was used. Interviews were conducted with five kindergarten teachers from different kindergartens who had experience with including a child with special needs in a regular class. Data were analyzed through qualitative content analysis. Results: Five categories were identified: inclusion and its significance, experiences with children with special needs, treatment of children with special needs, competence for working with children with special needs, and collaboration with experts from various fields. The interviewees are supportive of inclusion and, despite the diversity of children and challenges, they accept children with special needs. They treat them the same as other children, regardless of the type of special needs. The biggest challenge they face is finding a balance among all the children. Most feel competent to work with children with special needs, but they believe they have insufficient knowledge acquired during their studies. The interviewees mostly have not collaborated with occupational therapists in kindergartens, but they are open to possible cooperation. Discussion and Conclusion: Including children with special needs in regular kindergarten classes has both benefits and risks. It is important to integrate the child into a regular class as much as possible and to adapt activities according to their abilities without hindering the progress of other children. Early intervention is crucial for the child, which depends on the acceptance of parents and the involvement of occupational therapy for the child's development and progress.
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