POSSIBILITIES OF INCLUSIVE ASSESSMENT AND STIMULATION OF PRESCHOOL-AGED CHILDREN IN THE SLOVAK REPUBLIC

The issue of inclusive education is one of the most current and discussed theoretical and empirical topics. The scientific study focuses on the process of diagnosis and stimulation of preschool children's development, which is a key component of inclusive education in kindergartens. The aim of the research was to verify the effectiveness of the Depistage-Stimulation Programme for three- and four-year-old kindergarten children by means of input and output diagnostics. The results of the input and output orientation assessment of 3–4-year-old children were analysed, and then the effectiveness of a stimulation programme designed to train areas of deficit in sub-functions and symptoms was tested. Finally, the authors of the research formulated recommendations for educational theory and practice in inclusive approaches at the pre-school level of the school system. The research showed: Children scored statistically significantly better on the Output Depistage than on the Input Depistage assessment.