Attitudes towards the quality and competence of teachers in inclusive education
In modern conditions, they often talk about the professional competencies of educators in which there is a child with special needs in the group. Teachers who implement inclusive practices face various problems, as they do not have additional professional support that directs them to a specific way to stimulate children's potential, to use it to the maximum biological potential. Therefore, educators must be open to change, objective in assessing a child's abilities, critical in assessing their own practice, and flexible in teaching. When they master the professional knowledge gained in specialized subjects related to inclusion, inclusion in a preschool educational institution, in addition to the above, requires personal qualities from educators that reflect a prosocially oriented personality. Definitions of inclusion vary, but its philosophy points to what is at its core: the ability to empathize, help, share, cooperate, and develop morality and humanity. Considering the concept of prosocial behavior in the context of the inclusiveness of the process, we come to the conclusion that it is the forms of prosocial behavior, in addition to acquired professional knowledge, that constitute the basic competencies of those who implement preschool inclusive practice - education. A teacher with these qualities and professional knowledge can be a member of an inclusive team in a preschool institution.