The authorial team believes that our manual can provide useful information, which can be used to support the development of children with special educational needs at a preschool level. Just like other children, those with SEN require complex support for the development of all key competences associated with the period of kindergarten attendance. This manual provides a number of evaluation schemes which allow the creation of a record of the child’s current developmental stage in a given area for future reference. Children with SEN may often lack a sufficient mastery of the skills and abilities characteristic for their age. When providing support, we must therefore always take into account the current level of development of a specific child and not the expected level determined by age. The monitoring of progress should also always be focused on the level of individual advancement a child has made over time instead of comparing them to age-based averages. A child may not be able to achieve those results despite intensive support and despite significant progress compared to the initial state.

When supporting children with SEN we should always have in mind their strengths and their interests, both of which contribute to the improvement of self-esteem and higher motivation to overcome obstacles and tackle more demanding tasks. Whenever possible we should allow children with SEN take part in the same activities as other children at that particular time. Sometimes it may be necessary to adapt the materials children work with, or to manage the activities in a different way. In any case, all children should be supported as part of a single community. Children with autism-spectrum disorders or increased anxiety should be integrated in group activities only to the degree they are capable of interacting with their peers. If the child does not wish to participate directly, they may take up the role of an observer. Even such a position can remain part of the group, if it is presented as such to the other children. Preschool children are generally very open to accepting the natural differences present in every social group. It is therefore important for openness and respect for difference to be one of the values shared by the adults responsible for their education and upbringing.