Autism spectrum disorders are pervasive developmental disorders that occur in early childhood, and lasts lifetime. They cover almost all mental functions of a person and are reflected in almost all spheres of life. The lag in their social development is extremely expressed. Children with autism spectrum disorder are most often perceived as children who live "in their own world" and they often seem "disconnected" because they can stay in stereotypical and repetitive activities for a long time. They also avoid any physical or eye contact with other people, they show resistance to the slightest changes in their environment, they insist on respecting their routines and they are often sensory hypersensitive or insensitive. Considering the growing number of children who are diagnosed with autism spectrum disorders, it is important that the inclusion of the children in the regular program of preschool education becomes the rule, not the exception. In order to achieve that, the most important is to lay good foundation for good quality in educational practice, in a way that enables education, and thus improves the competencies of educators, but also the kindergarten staff as a whole. Every educator must have the competencies and knowledge to work with a child who is of typical development, but he also must possess the knowledge and competencies to work with children with any of the developmental difficulties, such as autism spectrum disorders. For the purpose of this paper, research was conducted to examine the educators self-assessment of their competencies for working with children with autism spectrum disorders. The main goal of this research is to analyze the self-assessment of early educators' competencies for professional work with children that manifest difficulties characterized by disorders from the autism spectrum. The analysis show the fact that the surveyed educators do not feel competent to work with children with autism spectrum disorders. Therefore, it is necessary to make some changes in the system of preschool education, in order to provide better conditions for the inclusion of children with autism spectrum disorders.