@article{Báder_Lukács_Perlusz_2022, title={How can special teachers aid successful kindergarten inclusion? Good practices in a district of Budapest}, volume={10}, url={https://ojs.elte.hu/gyermekneveles/article/view/4027}, DOI={10.31074/gyntf.2022.3.10.22}, abstractNote={<p style="font-weight: 400;">In our study, we would like to present an institutional development that furthered collaboration between mainstream kindergarten teachers and special education teachers, as well as the creation and functioning of a broader transdisciplinary team. This good practice can support the integration of children with special educational needs into kindergarten and the well-being of those involved. This process has grown in relevancy as integrated education becomes more widespread in Hungary, affecting more than 70% of SEN children today. According to the data published by the CSO (2020) for the 2019/2020 school year, 82% of children with special educational needs in the pre-school age group and 72% of those affected in the primary school age group receive integrated education.</p>}, number={2–3}, journal={Gyermeknevelés Tudományos Folyóirat}, author={Báder, Melinda and Lukács, Szandra and Perlusz, Andrea}, year={2022}, month={szept.}, pages={10–22} }