Language is one of the most important factors in social life, and speech-language development is the basis of successful outcomes in a child's later life. Nowadays, there are more and more children with speech-voice-language disorders. Those disorders are: voice disorders, speech disorders and language difficulties. It is important that children with speech-voice- language disorders find their way and fit in as well as possible in the kindergarten, where the adaptation of the didactic-methodical approach, which will be done by the preschool teacher in cooperation with other employees of the institution, is of great help. Previous research shows that there is not enough professional training available to preschool teachers and that they improve significantly more on their own than through organized professional training offered by the kindergarten. It is important to approach each child with a disorder individually because the characteristics and degree of the disorder differ. The aim of the research is to determine the peculiarities of the special educational needs of children with speech-voice-language disorders and to use them for the purpose of planning a didactic-methodical approach. The research was conducted on the basis of data obtained from the Questionnaire on etiological and phenomenological aspects of the risk of social exclusion of children of early and preschool age: version for preschool teachers, which was developed for the purposes of the project "Models of response to the educational needs of children exposed to the risk of social exclusion in institutions of early and of preschool education" (MORENEC). Children who were assessed by the educators as showing serious deviations in their speech-voice language development were included in the research (n = 80 or 2.3% of the total research sample). The research results presented in this paper confirm that children with speech-voice-language disorders are a very heterogeneous group, which is reflected in their differences in the difficulties of participating in curricular activities. It was established that preschool teachers consider the upbringing and education of these children more demanding compared to typically developed children, so they need the support of the administration, professional team, fellow educators and external experts when adapting the didactic-methodical approach to an individual child. In conclusion, it is pointed out that the differences in the disorders of including children with speech-voice-language difficulties in curricular activities depend on the specifics of their deviations, but also on the possibilities of educators to harmonize their didactic-methodical approach with the educational needs of these children.