During the past two decades there were considerable changes in public education in Hungary concerning the joint education (inclusion) of healthy children and children with SEN. The public education law of 1993 has contributed to the integrated education, the approach and requirements of which have helped the reorganization of institutions of public education. Nowadays in Hungary the nursery school teaching of children with SEN takes place both in segregated and in integrated form. However, the statistics show that more and more children with SEN have been integrated into the mainstream nurseries. While in the school year 2005–2006 73% of nursery age children with SEN were participating in the integrated nursery education, in the school year of 2010–2011 77% of nursery age children with SEN were there. This has influenced the demands for the education and work of nursery teachers. However, the progress towards the open schools has been a slow process, which needs the establishment of socially receptive institutions, development of the needed conditions, cooperation of different institutions and a partner oriented approach. In the interest of efficient nursery education the nursery teachers must have knowledge on integrated/inclusive education and of children with children, and must be prepared for the educational tasks based on the individual differences.