O umijeću, kao i o samoprocjeni stvaranja inkluzivnoga ozračja ovisi koliko će potencijali sudionika odgojno-obrazovnoga procesa biti iskorišteni. Obogaćivanje, nadogradnja i samoevaluacija kompetencija odgojitelja i učitelja, između ostaloga, odnosi se na planiranje, pripremanje, stručno usavršavanje te na strategije poučavanja unutar individualiziranih kurikula usmjerenih na dijete. Za potrebe istraživanja konstruiran je upitnik za odgojitelje i učitelje. Cilj je putem samoprocjene kompetentnosti za stvaranje inkluzivnoga ozračja, planiranje, načine rada s djecom s teškoćama te vrednovanje vlastitoga rada ispitati postoji li kod ispitanika povezanost između razine kompetentnosti i godina radnoga iskustva odgojitelja i učitelja u redovitim odgojno-obrazovnim ustanovama (N=502). Postavljena je hipoteza da postoji povezanost između odgojitelja i učitelja s obzirom na godine njihova radnog iskustva u samoprocjeni navedenih kompetentnosti. Rezultati su pokazali povezanost između odgojitelja i učitelja s većim radnim iskustvom u njihovoj višoj samoprocjeni koja se odnosi na dovoljnu zastupljenost organiziranih različitih oblika unaprjeđenja inkluzivne prakse i cjeloživotnoga obrazovanja u vlastitoj odgojno-obrazovnoj ustanovi, kao i to da se oni s više godina radnoga iskustva smatraju kompetentnijima za planiranje i izradu individualiziranih kurikula.; How the potentials of the participants in the educational process will be used depends both on their competencies and their self-evaluation of creating an inclusive environment. Expanding, upgrading and self-evaluating the competencies of preschool and primary school teachers include, among other things, planning, preparing, professional development and teaching strategies within individualized curricula that are directed at the child. A questionnaire targeted at preschool and primary school teachers was constructed for this purpose. Based on the self-evaluation of the competencies for creating an inclusive environment, planning, teaching disabled children in appropriate ways and that of their work, this research aims to examine whether there is a correlation between preschool and primary school teachers in regular education institutions (N = 502). It has been hypothesised that there is a correlation between preschool and primary school teachers regarding their years of work experience in the self-evaluation of such competencies. The results confirm the correlation between the preschool and primary school teachers with more work experience in their higher self-assessment when it comes to the inclusive practice and lifelong education in their own education facilities, the one which sufficiently includes a variety of organized forms. Besides, the more experienced preschool and primary school teachers consider themselves more competent at planning and developing individualized curricula.