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

participation in the preparation of the student before starting primary school; 
 taking part in the modification of classes for the purposes of inclusive education 
(Šilonová, Klein 2019). 
It should be noted that since the presence of a special education teacher in a 
kindergarten is a new issue, it is necessary to examine the influence of a special 
education teacher on the educational process in kindergarten. It is also necessary to 

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examine the schedule of activities of the special education teacher in the environment 
of the kindergarten, which will allow to analyze his activities within the working day, 
which in the perspective can bring essential information. 
Conclusion 
The latest implemented projects and legislative reforms are signs of further 
perspective development of inclusive education at the pre-primary level of the 
educational system of the Slovak Republic. It is important to understand current 
problems and solve them. The projects we have mentioned (ŠOV, PRIM and PRIM II), 
prove not only the correctness of an inclusive approach in the environment of 
kindergartens in terms of morality, but also the practical effectiveness of the approach. 
The devaluation report of the PRIM project demonstrates the effectiveness of the 
applied measures, especially the effectiveness of screening and the application of an 
incentive program for preschool children. 
The inclusion of specialists in the field of special education in the mainstream of 
education is of great importance for inclusive education in kindergartens. We perceive 
the activity of a special education teacher as an important pro-inclusive element in 
kindergartens in the Slovak Republic. Due to the fact that the PRIM II project is still 
in the process of implementation, we anticipate further interesting results of the 
activities of the special education teacher. 
Reforms and change are still required to implement inclusive pre-primary 
education. Gradual and smooth implementation of promising and innovative 
projects and strategies (including the integration of professional staff into the 
mainstream) are the basis for further development of education in Slovak schools. 
And we must not forget that the main goal in changes and reforms of the education 
system is always the success in the development of every child in accordance with 
his natural potential.