Term of specific learning difficulties is increasingly present in both research and educational work. Children with specific learning difficulties, it is a neurological defect that causes insufficient processing processes, which are most often diagnosed in the early grades of primary school. The most common specific learning difficulties are dyslexia, dysgraphia and dyscalculia. Considering that number of children diagnosed with specific learning difficulties is rising,it is important to know how to plan and implement an individualized approach. In order for it to be as successful as possible, it is necessary first of all to lay the foundations of quality standards in kindergartens and primary schools, and enable lifelong learning for educators and teachers. In this way, they would improve their already achived competencies and knowledge for universal design of learning, that is for working with children of typical development, as well as for children with disabilities. For the purpose of this paperwork, research has been conducted through which educators and teachers made a self-assessment of recognizing specific learning difficulties and their competencies. Central goal of the research is to analyze the self-assessment of the competencies of educators and teachers to work with children with specific learning difficulties, as well as their competencies with regard to the acquired work experience in the educational system. The analysis of the obtained results showed the fact that the examined educators and teachers are not considered competent enough, considering the length of service. The results indicate the necessary changes in the educational system, in order to ensure better and higher quality access and support in learning for children with specific disabilities.