The problem of inclusion in practice is particularly emphasized with autistic children in kindergartens. The assumptions that should be applied in order to make the inclusion possible refer to problems that prevent the implementation of inclusion values. One of the very important assumptions of inclusion is the redefinition of pre-school teachers’ role in their personal need to educate themselves about accepting children with special needs. Such inappropriate pre-school teachers’ position in diagnostic procedures decreases their role in upbringing. The results presented in this essay demonstrate pre-school teachers’ attitudes toward the inclusion of children with autism and emphasize a significant difference in attitudes between pre-school teachers with more and those with less working experience.
