The inclusion of children with special educational needs in the regular programs of educational institutions enables them, regardless of their abilities and possibilities, to grow up and have the same rights as all other children. Institutions that implement inclusive pedagogical practice are obliged to provide them with a well-tailored program, which will advocate for their rights and respect the individual needs of each child. When working with children with autism disorders, preschool teachers are expected to have a high level of professional competence, and the same applies to other professional associates working in the institution. In order to respect the child's identity as a whole, certain knowledge, skills and abilities are needed that will help preschool teachers in planning the educational program. A competent preschool teacher is an educator who uses it’s knowledge and abilities to enable a child with autism spectrum disorders to observe and listen to it’s needs and respect the child's interests, in order to encourage the child's development and realization of all his potentials and abilities. For a quality inclusive approach to the child, it is important for the preschool teacher to cooperate with parents and members of the professional team in order to provide the child with everything he needs. But are preschool teachers really competent to work with children with autism spectrum disorders? Do they have the help and support of parents and professional associates? What are the barriers that prevent preschool teachers from implementing a quality program and from working with children with special educational needs? For the purpose of this paper, a survey was conducted among preschool teachers, who were asked to express their opinion on their own level of professional competence for working with children with autism spectrum disorders, and the level of cooperation with professional associates in their institution and parents.