The path that preceded the inclusion of children with disabilities was long and difficult. Their inclusion has been marked by a process of segregation and integration, while many countries have not reached a fully inclusive approach. According to many international laws and documents, children must not suffer discrimination regardless of their race, gender, skin color, language, religion or developmental disabilities. With the advent of inclusion, community awareness of discrimination against children with disabilities is growing. In the implementation of the inclusive process, in addition to educators, large accent is placed on other participants in the educational process and those are children, parents and professional associates. An inclusive environment is also influenced by one important factor, society. As the need for the inclusion of children with disabilities is growing, so is the need for better and more extensive education for educators. In order for educators to carry out the inclusion process as well as possible, they need certain competencies that will enable them to do so. The first part of the paper defines the key concepts a child with disabilities and a child with special needs. The concepts of segregation, integration and inclusion are explained and the participants in the educational process are discussed. Large accent is placed on the educator as the holder of the activity. This is followed by a review of educators' education and their competencies for inclusive practice, which is the main topic of the paper. The aim of this paper is to determine whether students of Early Childhood and Preschool Education, future educators, feel ready and competent to work with children with disabilities. The results of the research, obtained by the self-assessment method, partially confirm the hypothesis that future educators do not feel competent enough to work with children with disabilities. Also, students feel that the education system does not offer enough knowledge to work with children with disabilities thus confirming the second hypothesis.