The basis of a quality teaching process is a quality teacher who, after their initial education, should try to build on their acquired teaching competencies and to refine professionally with formal, non-formal or informal education. Efficiency of upbringing and education at all levels of formal education depends on the quality of the teacher who is the main creator, organizer and director of the teaching process as well as the main instigator of students and their collaborator in acquiring knowledge and developing abilities (Kostović-Vranješ, 2015). Inclusion, unlike integration, whose goal is to include a child with difficulties in the regular education system, reports as a much broader concept of everyone's involvement in upbringing and education with an emphasis on the entire school system and the educational process. When we talk about the educational needs of students with disabilities, teachers as the main participants in educational inclusion with their knowledge and competences (which they have acquired formally or informally) are an extremely important factor in successful inclusion. The purpose of this paper is to examine whether there is a connection between formal and non-formal teacher education and their support for students with special educational needs in direct work. The aim of the study was to analyze the factors related to teacher education with the factor of the quality of inclusive education. 87 respondents participated in the research by solving the survey questionnaire in digital form. The results of the research show that there is a statistically significant difference in the provision of support to students with disabilities with regard to formal and non-formal education. The conclusion is that respondents who have additional non-formal education provide more adequate support to students with disabilities