Abstract
Starting from the observation of the context of achieving school inclusion for students with special educational needs, this article presents some personality traits of the facilitator. International and national legislative frameworks and examples of addressing the issue of inclusion in other countries are presented first. Given the specificity of the work and the demands to which the facilitator is subjected, certain personality traits are necessary. Through the research presented, some of these features are highlighted: empathy, the level of hostility, and the ability to regulate negative states, but the need to clarify the framework for carrying out this occupation is also supported.
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