Abstract
The aim is to inform about the qualitative research on pedagogical processes in kindergatrens turning into inclusive education. There is the coherence between personality-developing education and the value of inclusive one.
Conclusion is made on semi-structured interviews with 20 focus group: The importance of experience was confirmed for attitudes. Processes must respect to the mental age of the child in particular.
The number of children and adults caring for them and cooperation with specialists and family must be optimal for good conditions.