Preschool teachers and inclusive education

Quality of education largely depends of the quality of the work of one of the key subjects in education, teacher, preschool teacher, of his expert knowledge of teaching area, the subject and the methods of teaching, of its abilities of the teaching and learning; creativity in creating a stimulating learning environment; of its abilities of the establishing social and educational inclusion in class, school; of its communication and cooperation with the family and of his interest and opportunities for professional development and professional collaboration. Inclusiveness as one of the dimensions of quality education, which implies the inclusion of all children in the educational system, equal participation of all children in the predicted activities, overcoming the stereotypes of curricula, materials, looking for better preparedness, training abilities of the teacher, preschool teacher for its establishes, strengthening in kindergarten, school. In the article we talking for the willingness of preschool teacher to implement the inclusive education, his willingness to support the various needs of all children, its capacity for implementation of inclusive practice. In this article we present the results of realized qualitative research whose objective was the acquisition of knowledge about the implementation of inclusive practice in kindergartens, abilities of the preschool teacher for the realization of inclusive practice, as well as proposals, suggestions for further action in this field. The survey is conducted in a preschool institutions in the municipality of Stip. Of techniques for data collection we used technique interview with her instrument protocol for the free interview. The results, suggestions and proposals from the preschool teacher indicate the need of future actions with preschool teachers to achieve successful results in the field of inclusive education, practices