The issue of inclusive education is focused on providing the high quality education for all learners through the process of introducing the changes concerning the educational approach and the modification of educational content depending on the learners’ individual needs for additional support. The analyses of inclusive policies and inclusive practice in Europe indicate that the characteristics of social context significantly impact the development of inclusive practice. Self-assessment for professional training is a vital condition for enhancing competences through continuous learning and reflexive practice with the aim of achieving the final learning outcomes of all pupils. The aim of the research was also to determine the dominance of certain ways of training within the regular professional training, in regard to the quality and availability of education and support for work that can be provided by the preschool institution where these teachers are employed. The sample comprises of 130 preschool teachers of the following preschool institutions in the north of Kosovo and Metohija. Taking into account the results of the conducted research, the respondents outlined as the most useful findings and skills that are necessary for working with children with disabilities the following ones: the identification of characteristics of certain difficulties among children, the adjustment of methods, ways of teaching, materials and space to working with children who need additional educational support, the creation of individual educational plan for a child who needs additional educational support and communication skills for working with parents.

The paper discusses the basic constructive and pedagogical aspects related to the attitudes of parents of children with typical development towards inclusion and the importance of including children with developmental disabilities in the regular education system. Inclusion is a process that promotes universal acceptance and a sense of belonging for all students, not just the physical inclusion of children with disabilities in the regular education system. In order for a child with developmental disabilities to be included in the regular education system as successfully as possible, synchronized cooperation between the school, on the one hand, and the parents of children with developmental disabilities and the parents of children with typical development, on the other hand, is necessary. Taking this into account, the importance of the attitudes of parents of typically developing children towards inclusion is clear. Accordingly, the aim of the paper was to theoretically and empirically determine and explain the attitudes of parents of children with typical development towards inclusion and the importance of including children with developmental disabilities in the regular education system. The research sample consisted of parents of children with typical development (N = 205) from Kosovo and Metohija, specifically the municipality of Gračanica. The data were processed with descriptive statistics, based on the questionnaire which was constructed for the purposes of the research. The results of the research show that in the examined sample of parents of children with typical development, there are two polarities of attitudes towards inclusion and the inclusion of children with developmental disabilities in regular education, which shows that it is necessary to constantly work on raising awareness of public opinion about the importance of inclusion and its importance for all children, but also on ensuring and improving the conditions for its full implementation.