Abstract
The article explores the readiness of key players in educational reform - teachers - to apply inclusion in education. Key factors that determine the successful implementation of inclusive education is the willingness of teachers to teach all pupils, including ones with special educational needs, as well as the factor that teachers need to possess appropriate professional competencies.
The article points to previous studies, which explored the above stated requirements of inclusive education, and it covers their outcomes. Furthermore, we outline an issue related to teacher training in the management of inclusive education and we show how this topic can be included in the training of undergraduate teachers.
The article describes the new subject ""Supporting pupils with special educational needs"", which was integrated into the learning plan for the Primary school teachers training programme, and it reveals the basic outcomes of its evaluation. Based on these results, the students agree with the requirements of inclusive education and are ready to take responsibility for its implementation to a certain extent.
They also do not feel they would be professionally unprepared. On the other hand, they are concerned that they may not be able to meet the requirements of inclusive education in their teaching practice, and they mention lack of systematic support of teachers.