Abstract
The aim of this study was to examine children with special needs (CSN) were supported, and clarify the role of the nursery school. Semi-structured interviews were conducted with the nursery school director, and the data were analysed using Modified Grounded Theory Approach (M-GTA); the results showed that an inadequate relationship between the mothers and the nursery school was identified as the main factor related to unsuccessful support. Childcare teachers’ interventions to address this issue helped better understanding of CSN and their parents, established trust from the mothers. The competence of management helped positively influences mothers’ feelings and acceptance of the disability. In order to support the families of CSN, it is essential not only to promote CSN’s growth and development, but also to expand the perspectives and expertise of the director and enhance a nursery school organization. Moreover, trust in the director, in addition to leadership and skills as a manager, is the basis for proactive support by childcare teachers.
