Subject and Keywords:
Over the past few decades, an inclusive education approach has been implemented in many European and other countries. Special teachers are educated to provide special educational support for pupils with special educational needs regardless of the school in which they learn. Therefore, these professionals need to acquire competencies to teach children with various special educational needs arising from disabilities, disorders, adverse social factors, etc., to provide support to the family and other pedagogical staff. The research aimed to disclose how special teachers, who work in general schools, self-assess their own professional and general competencies.