Interior conditions and team approach of multidisciplinary team at performing extra professional support in kindergarten

The first part of my thesis presents theoretical introduction where I described children with special needs in preschool period, importance of early treatment, education of these children in preschool period, routing process, importance of team approach, adjustments for implementation of program with adapted execution and extra professional support and extra professional support itself. The aim of this thesis was to determine if the kindergarten provides good interior conditions for implementation of extra professional support, how members of the professional team and parents implements team approach and what in practice helps or hinders the most proper implementation of extra professional support. The second part of the thesis is representing three individual case studies in kindergarten and their mutual comparison. Using evaluation criteria of providing conditions in each case I presented what is the actual situation of providing interior conditions and team collaboration of extra professional support. I have come to the conclusion that interior conditions for extra professional support are not always suitable and sometimes do not even provide suitable light or heating. Team collaboration is not always implemented as it should be. The most active members of the professional team are providers of extra professional support, preschool teachers and preschool teachers’ assistants, while parents are not always present in all phases of individual program