Abstract
The current trends in the education of individuals with special needs include their inclusion in the mainstream education system. Needs of pre-school children are totally individual at any age, especially in the context of their psychomotor, linguistic and personal development, while substantial discrepancy is particularly evident in the case of children with special educational needs (= SEN). The text research aims to map kindergarten teachers’ attitudes towards inclusive education for children with SEN, to describe the risks of inclusive education of children with SEN and to map the current situation in the use of methods and forms of work aimed at inclusive education in kindergartens in the Czech Republic.
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