Scientific Collection «InterConf», (39): with the Proceedings of the 8th International Scientific and Practical Conference «Science and Practice: Implementation to Modern Society» (December 26-28, 2020) at Manchester, Great Britain

3. Special education teacher in kindergarten, his competencies and workload 
In the context of the given projects (PRIM and PRIM II) we will pay attention to 
the profession of a special education teacher. According to Act no. 138/2019 Coll. The 
Act on Pedagogical Employees and Professional Employees and on the Amendment of 
Certain Acts by a special education teacher belongs to the category of pedagogical 
employee. The aim of the special education teacher in the environment of kindergartens 
is the application of special pedagogical abrasions and activities of a corrective, 
preventive and stimulating nature in order to optimize the personal development of 
children (Šilonová, Klein 2019). The participation of a school special pedagogue in the 
educational process of a kindergarten presupposes the improvement of educational 
success. To increase the number of pupils with SEN and the quality of their education 
in kindergartens, a special education teacher is a necessary tool. In the implementation 
of the educational plan, the special education teacher mediates activities within his 
personal and professional competencies. The personal competencies of the special 
education teacher are: 

Empathy; 

Tolerance; 

Resistance to stress; 

Adaptability; 

Cooperation; 

Self-reflection and self-regulation; 

Organization (time management). 

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At present, the special education teacher is on the verge of pro-inclusive changes 
in the field of education in the Slovak Republic. Within pre-primary education, we can 
observe a historical change. For the first time, a school special pedagogue is a 
participant in the educational process in kindergarten. He has the function of an 
inclusive inclusive teacher, as his activity is directly related to the quality of education 
of students with SEN. Therefore, we consider the special education teacher to be an 
inclusive teacher. The European Agency for Development in Special Needs and 
Inclusive Education (2012) created a profile of an inclusive educator, which consists 
of four core values: 
1. Respecting the value of pupils' diversity - differences are understood as a 
source and contribution to education; 
2. Support for all pupils - teachers set high goals for each pupil; 
3. Collaboration - collaboration and teamwork. They are essential parts of every 
teacher's approach; 
4. Personal professional development - teaching is an activity related to learning 
and therefore teachers also have a responsibility for their lifelong learning (European 
Agency for Development in Special Needs and Inclusive Education 2012). 
In addition to personal competencies, the special education teacher is obliged to 
prove his professional skills by mastering professional competencies. The professional 
competencies of the school special pedagogue are: 

High level of orientation in the field of inclusive education; 

Good knowledge in the field of special education; 

Didactic-professional knowledge of subjects; 

Orientation in the organization of the school system and counseling services; 

Application of special pedagogical diagnostics and related activities; 

Professional communication with colleagues and parents; 

Overall pedagogical competence. 
In addition to specific personal and professional competencies, the school special 
pedagogue, according to the current legislation, must meet the qualification 

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475 
requirements for the implementation of his professional activity. To perform a work 
activity as a special education teacher, the following is required: higher education at 
least of the second level; education in the field of special pedagogy or in the relevant 
field (Decree No. 1/2020 Coll. MŠVVaŠ SR); integrity; medical ability to master the 
state language (Act 138/2019). 
Fulfillment of qualification preconditions is the basis for the realization of 
personal and professional competencies within the framework of practical pedagogical 
activity. The peculiarity of the profession of special education teacher is determined by 
the specifics of his job. Within the scope of his competencies in a kindergarten, the 
special education teacher performs the following activities: 
 special pedagogical diagnostics (individually or in groups); 
 direct participation in the creation and modification of an individual 
educational plan for children with SEN; 
 application of special pedagogical activities focused on cognitive, psychomotor 
and affective development of the child; 
 creation of didactic material and aids focused on student development; 
 performance of the written documentation and records related to the 
educational process of students with SEN; 
 cooperation with other teachers in kindergarten and with counseling centers; 
 active participation in the socialization of a child with SEN in kindergarten; 
 interaction with the child's parents; 
 mediation of the counseling for other pedagogical employees of the 
kindergarten; 
