摘要：AbstractThe article presents the findings of the research probe, whose aim was to explore the level of application of differentiated instructions in inclusive education of gifted pre-schoolers, declared by kindergarten teachers in the questionnaire. The main finding of the study was the fact that teachers with teaching practice longer than 10 years, those teaching at age-heterogeneous groups, and teachers trained at this issue on purpose, show higher level of application of differentiated instructions. On the other hand, number of pupils in a class does not influence the level of differentiated instructions.
