The article presents the results of a survey conducted on a sample of 156 preschool and primary school teachers. The study was aimed at determining teachers' attitudes towards inclusion of children with special educational needs in kindergartens and primary classes and to identify the degree of knowledge about inclusive methods and techniques. The study shows that the current system of mass education is in an acute need for continuous training programs enabling to use inclusive methods and working methods and techniques, classroom management (communication with children / pupils, parents and colleagues).Vocational training should be viewed as a continuous process, programs devoted to lifelong learning and learning being increasingly diverse and helping all those in need.