“…3) constant support and provision of necessary resources for teachers (SCHUELKA, 2018), undergoing special training courses (ZAGONA et al, 2017;REYNAGA-PEÑA et al, 2018) and trainings (CARBALLO et al, 2021), mastering the relevant literature by the teachers, which reveals the problems of teaching students with disabilities (OZEL et al, 2018;CRETU et al, 2020), 4) overcoming the problems of unwillingness to manage inclusive classrooms, low level of professionalism, unavailability of numerous resources needed to teach students with disabilities (FORLIN et al, 2017); 5) development of psychological, pedagogical and methodological competencies (BLÂNDUL et al, 2017), increasing the level of readiness and competence to teach students with disabilities (PIT- TEN CATE et al, 2018), development of inclusive competence through participation in trainings (workshops), training courses and 6) acquiring such traits as justice, empathy, patience, equality, respect, tolerance, confidence, commitment and respect and developing an individual approach towards learning for each student with disabilities (ONYESOM et al, 2021); 7) close cooperation between teachers who will participate in such training and occupational therapists (SUC et al, 2017) and collaboration with teachers already working in the field of inclusive education (HEDEGAARD-SOERENSEN et al, 2018); 8) the principle of stimulating the socialization of students with disabilities; by the way, this process should be stimulated primarily by teachers (GONZALEZ et al, 2021); 9) application of information and communication technologies (PALOMINO, 2017).…”